A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching

Authors

  • Tas Bahadur Gurung Kathmandu University School of Education, Hattiban, Lalitpur

DOI:

https://doi.org/10.3126/mefc.v8i1.60474

Keywords:

autoethnography, textbook-problem solving, decontextualized and contextualized mathematics education, transformative, local materials and surroundings

Abstract

This reflective paper portrays my personal-lived experiences via autoethnography (as a method of inquiry); Ethnodrama and narrative (as representational methods); and transformative learning theory (as a theoretical referent). Emphasis on textbook, realization, and obligation were/are the characteristics regarding my transformative journey from a textbook problem-solving mathematics student to being a contextualized mathematics teacher. As a student, the lure of scoring  marks led me towards the path of solving as many textbook problems (as possible) with the only goal to perform well in examination. While on the verge of entering the teaching profession; reflecting back to school days, made me think about the question: “Do I desire to give my prospective students (mathematics education) in the same contexts or in the same manner that I experienced during my school days?” Immediately, each time both my heart and mind used to answer, “Not really, No!” This sense of realization led me to the obligation of approaching my two years of Fellowship journey as a mathematics fellow that primarily emphasized linking mathematical contents with the local surroundings (of the learners). This study is beneficial for educators who aim to bring necessary reform regarding educational practices (particularly, in mathematics), so as to provide the outlook (to the learners) that ‘Mathematics is everywhere around the surroundings'. 

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Published

2023-12-06

How to Cite

Gurung, T. B. (2023). A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching. Mathematics Education Forum Chitwan, 8(1), 24–42. https://doi.org/10.3126/mefc.v8i1.60474

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Section

Articles