Learning a skill must begin with a meaningful situation. The meaning and significance of a skill to be learned must be clear to the learners. Inexact thinking with consequent inability to solve problems is usually due to failure to visualize situations. It is important that pupils learn to make a mental picture of the situation described in problems before attempting to solve them.
Mathematical skills should be used in accord with social standards. Thorough number experiences, the pupils should learn to be honest, helpful, thrifty, industrious, accurate, dependable, and self-reliant.
The role of mathematics education is always in progress. It is shown in the efforts of the educators, administrators, and legislators in initiating projects, promulgating legislative agenda and curriculum innovation that would enhance Mathematics education. However, strengthening mathematics education alone will not produce a good individual who can contribute in the process of developing the subject. It needs further development as asserted by the present scenario in the government, which is surrounded by social mutations, violence, human rights violations, terrorism, and deterioration of moral values. For this reason, an individual who possesses mathematics education must also absorb a set of excellent values if one is to become an active agents of progress. Values are an undetectable part of learning. The act of developing and the process of shaping values must be taught with standards of behavior taken into account as desirable to a group of individuals. Values education endeavors to strengthen the reformation of youth's behavior through profound understanding of concepts: the values in human functions, values as bases of human attitude of work.
Thus, values teaching in Mathematics are very important since it is an integral part of every subject.