Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving

This study aims to develop effective pedagogies for addressing teacher and student values for mathematical problem-solving or valuing pedagogies (VPs) for mathematics. The aim is achieved by teacher-student alignment. The case study was conducted with a mathematician (the teacher) teaching an educational psychologist (the student) how to solve problems like a mathematician. The teacher taught the student by engaging in problem-solving activities like a one-to-one tutorial, immediately followed by their oral reflections. The formal teaching (including hand-writing) of teacher-student interaction was recorded. Follow-up oral and written dialogues continue between the teacher and the student in the later data analysis and paper process. Qualitative data analysis finds that the process generates three patterns of value alignment: teacher values transmission to students, teacher-student negotiations, and bridging teacher-student gaps by reform with teacher reflection and restructuring of pedagogies. The expert dialogues serve as an innovative methodology for identifying in-depth mechanisms for teacher-student value alignments and effective VPs.