This article reports on a scoping study conducted
in Australia and Sweden to facilitate the understanding
of the values that are associated with effective
learning of mathematics in Asian classrooms. Nineteen
‘Western’ values have been identified, of which three
(explanation, sharing and fun) were commonly embraced
in the two countries. It is also evident that traits that are
valued can be and are demonstrated in different forms. The
implications for improving mathematics education through
the harnessing of values are discussed. The distinction
made between what is valued and the forms the value can
take should empower classroom teachers to incorporate
values flexibly in different classroom contexts.