Using the Justifying, Essaying, Declaring, and Identifying (JEDI) Approach to Develop Students’ Values in Mathematics Education

Source abstract

This study examines the use of the justifying, essaying, declaring, and identifying (JEDI) approach as a classroom strategy for supporting students’ values. Using an explanatory sequential mixed methods research design, the study first involved 203 senior high school students completing a questionnaire assessing seven dimensions of mathematical wellbeing values (accomplishment, meaning, positive emotions, cognitions, engagement, relationships, and perseverance). Based on these results, a subsample of 102 students from two intact classes ( n = 42 and n = 60) participated in a four-week classroom intervention using the JEDI approach, followed by post-test measurement and semi-structured interviews. Quantitative data were analysed using descriptive and repeated-measures procedures, while qualitative data were analysed thematically. The findings indicate that students initially reported relatively lower valuing of meaning , relationships , and positive emotions in mathematics learning. Following the intervention, these dimensions showed statistically significant improvement (p < .001), with a large multivariate effect size (η 2 p = .56), indicating substantial changes in students’ valuing. Qualitative findings further indicated that students placed greater value on engaging with mathematics without fear (positive emotions), collaborating with peers and teachers (relationships), and developing meaningful understanding of mathematical concepts (meaning). No statistically significant gender differences were observed in post-intervention valuing. The findings highlight the contribution of the JEDI approach in supporting the development of mathematical wellbeing values and provide a basis for extending research on value-oriented pedagogies in mathematics education.