Images of the mathematics curriculum held by school mathematics teachers: Mapping the road for transformative pedagogies

Luitel, Laxman; Pant, Binod Prasad

doi:10.1201/9780429461903-69

Cited by 4 publications

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“…My teacher and my relatives who experienced DLE told me that the question would not be asked from outside the 'exercise' and 'example' so that I was forced to practise the readymade routine problems, and memorize the formulas and theorems. The adage 'practice makes a man perfect' was embedded in thinking and actions, thereby giving rise to the idea that mathematical knowledge can be achieved best through blind practice (Luitel & Pant, 2019) and this belief system is still dominant in our society. I frequently revisited the table of contents and syllabus and kept on practising accordingly.…”

Section: My Early Days Of Schooling: Feeling Disconnectedmentioning

confidence: 99%

Moments of critical self-reflection of a transformative mathematics teacher

Luitel¹

2020

Journal of Transformative Praxis

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I have been travelling through a transformative research journey since the beginning of my MPhil study. It allows me to understand my past and present strengths and limitations in learning and teaching of mathematics, thereby envisaging alternative practices for futurist education. As my research involved critical self-reflection on my professional praxis, I used a multi-paradigmatic (interpretivism, criticalism, postmodernism) research approach and autoethnography as a research methodology. Thus, the main purpose of the paper is to portray the moments of critical self-reflection on my experiences of doing mathematical activities during my childhood and learning mathematics during my early days of schooling, aiming at improving my practices as a teacher, a practitioner-researcher and an educator. I used Habermasian knowledge constitutive interests (i.e., technical, practical, and emancipatory) and Schubert’s curriculum images (i.e., content or subject matter, experiences, cultural reproduction, etc.) to interrogate my experiences of doing and learning mathematics. As a mathematics teacher and practitioner-researcher, reflections on my childhood experiences as well as early days of schooling ultimately opened up somewhat closed box of my personal and professional practices. This paper in/directly indicates the enhancement of the students’ engagement in mathematics through context-based activities. Moreover, the selection of the contents should be based on learners’ experiences which might be experienced through mathematically rich activities such as games, daily household works, etc.

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Section: My Early Days Of Schooling: Feeling Disconnectedmentioning

confidence: 99%

Moments of critical self-reflection of a transformative mathematics teacher

Luitel¹

2020

Journal of Transformative Praxis

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Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

Bohara

2024

Adv. Mobile Learn. Educ. Res.

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In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

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Exploring Teachers’ Experiences on the Nature of Mathematics based on their Curricular and Pedagogical Practices: A Phenomenological Inquiry

Luitel

2020

INT ELECT J MATH ED

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Images of the mathematics curriculum held by school mathematics teachers: Mapping the road for transformative pedagogies

Cited by 4 publications

References 0 publications

Moments of critical self-reflection of a transformative mathematics teacher

Moments of critical self-reflection of a transformative mathematics teacher

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

Exploring Teachers’ Experiences on the Nature of Mathematics based on their Curricular and Pedagogical Practices: A Phenomenological Inquiry

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