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Critical Conscience for Construction of Knowledge in Mathematics Education

Artigo2022

Bed Raj Acharya ORCID; Shashidhar Belbase ORCID; Ram Krishna Panthi ORCID; Bishnu Prasad Khanal ORCID; Mukunda Prakash Kshetree ORCID; Shiva Datta Dawadi ORCID

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Resumo

The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods of teaching, learning, and researching to enrich this discipline. In this context, the purpose of this study was to explore the Nepali mathematics educators' perspectives on critical conscience for the construction of knowledge in mathematics education. The research participants were five university-level mathematics educators who participated in in-depth interviews on critical conscience in mathematics education. The qualitative thematic analysis of the interview data unveiled four major thematic groups in terms of four idiographic passes--culture, communication, collaboration, and context (4Cs); discourse, dedication, deliberation, and development (4Ds); equity, engagement, elaboration, and extension (4Es); and formation, fusion, frame of reference, and faculty of cognition (4Fs). The thematic interpretations of critical conscience may portray the paradigmatic assumptions of ontological, epistemological, and axiological primacy of mathematics education from the participants' views. Policy and pedagogical implications of the themes have been discussed.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Education in Mathematics, v. 10, n. 4, p. 1030-1056
Ano
2022 (2022-08-26)
Idioma
en
Palavras-chave
Mathematics Education; Critical Theory; Consciousness Raising; Mathematics Teachers; Teacher Attitudes; Foreign Countries; College Faculty; knowledge construction; epistemology of mathematics education; axiology; equity in mathematics education; educational implications; mathematics education policy
Temas
Avaliação
DOI
10.46328/ijemst.2203
ISSN
2147-611X
Licença
cc-by-nc
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ACHARYA, Bed Raj et al.. Critical Conscience for Construction of Knowledge in Mathematics Education. International Journal of Education in Mathematics, v. 10, n. 4, p. 1030-1056, 2022. DOI: https://doi.org/10.46328/ijemst.2203.

APA

Acharya, B. R., Belbase, S., Panthi, R. K., Khanal, B. P., Kshetree, M. P., & Dawadi, S. D. (2022). Critical Conscience for Construction of Knowledge in Mathematics Education. International Journal of Education in Mathematics, 10(4), 1030-1056. https://doi.org/10.46328/ijemst.2203

BibTeX
@article{acharya2022,
  author = {Acharya, Bed Raj and Belbase, Shashidhar and Panthi, Ram Krishna and Khanal, Bishnu Prasad and Kshetree, Mukunda Prakash and Dawadi, Shiva Datta},
  title = {Critical Conscience for Construction of Knowledge in Mathematics Education},
  year = {2022},
  journal = {International Journal of Education in Mathematics},
  volume = {10},
  number = {4},
  pages = {1030-1056},
  doi = {10.46328/ijemst.2203},
  language = {en}
}
RIS
TY  - JOUR
AU  - Acharya, Bed Raj
AU  - Belbase, Shashidhar
AU  - Panthi, Ram Krishna
AU  - Khanal, Bishnu Prasad
AU  - Kshetree, Mukunda Prakash
AU  - Dawadi, Shiva Datta
TI  - Critical Conscience for Construction of Knowledge in Mathematics Education
PY  - 2022
JO  - International Journal of Education in Mathematics
VL  - 10
IS  - 4
SP  - 1030
EP  - 1056
DO  - 10.46328/ijemst.2203
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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