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Journeying Towards Transformative Mathematics Teacher through Critical Self-Reflection

Artigo2023

Hem Lal Dhungana

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Resumo

In this autoethnographic study, I have critically explored my past experiences as a student, teacher, and educational researcher. This study shows my transformation from a traditional practitioner to a critical and culturally responsive mathematics teacher. The main purpose of this study is to portray the episode of critical self-reflection on my experiences of engaging mathematical activities, aiming at improving my practices as a teacher, practitioner-researcher and an educator by exploring students' mathematical ideas constructed through de/contextual teaching. Through this autoethnographic research, I have critically reflected upon my experience and I explored the possible ways of using cultural heritage that is contextualized in mathematics class. To analyze critically the narratives, I employed three theories: living education theory, sociocultural theory and, transformative theory. I positioned myself as a ontology, is multiple subjective realities. I am guided three paradigms such as interpretivism, criticalism and postmodern research paradigms. During this study, I came to realize that culturally decontextualized mathematics education is not able to encourage teachers to implement empowering mathematics pedagogy in meaningful learning of mathematics. In addition, transformative learning plays a vital role in learning mathematics by through contextual teaching and learning in which constructivist and precarious viewpoints empower both teachers and students to observe their views and values to build knowledge through critical self-reflection.

Dados da obra

Tipo
Artigo
Periódico
Academic Journal of Mathematics Education, v. 6, n. 1, p. 71-80
Ano
2023 (2023-12-31)
Idioma
en
Palavras-chave
critical self-reflection; mathematics teacher identity; culturally responsive teaching; contextual teaching and learning; cultural heritage in mathematics education; transformative learning; sociocultural theory; practitioner-researchers; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.3126/ajme.v6i1.63800
ISSN
2645-8292
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DHUNGANA, Hem Lal. Journeying Towards Transformative Mathematics Teacher through Critical Self-Reflection. Academic Journal of Mathematics Education, v. 6, n. 1, p. 71-80, 2023. DOI: https://doi.org/10.3126/ajme.v6i1.63800.

APA

Dhungana, H. L. (2023). Journeying Towards Transformative Mathematics Teacher through Critical Self-Reflection. Academic Journal of Mathematics Education, 6(1), 71-80. https://doi.org/10.3126/ajme.v6i1.63800

BibTeX
@article{dhungana2023,
  author = {Dhungana, Hem Lal},
  title = {Journeying Towards Transformative Mathematics Teacher through Critical Self-Reflection},
  year = {2023},
  journal = {Academic Journal of Mathematics Education},
  volume = {6},
  number = {1},
  pages = {71-80},
  doi = {10.3126/ajme.v6i1.63800},
  language = {en}
}
RIS
TY  - JOUR
AU  - Dhungana, Hem Lal
TI  - Journeying Towards Transformative Mathematics Teacher through Critical Self-Reflection
PY  - 2023
JO  - Academic Journal of Mathematics Education
VL  - 6
IS  - 1
SP  - 71
EP  - 80
DO  - 10.3126/ajme.v6i1.63800
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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