Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher
Original Article
Journal of Education and Research, Volume 7, Issue 1, 2017, 11-24, https://doi.org/10.3126/jer.v7i1.21237
Publication date: Mar 15, 2017
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APA
In-text citation: (Pant, 2017)
Reference: Pant, B. P. (2017). Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research, 7(1), 11-24. https://doi.org/10.3126/jer.v7i1.21237
Reference: Pant, B. P. (2017). Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research, 7(1), 11-24. https://doi.org/10.3126/jer.v7i1.21237
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Pant BP. Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research. 2017;7(1):11-24. https://doi.org/10.3126/jer.v7i1.21237
Reference: Pant BP. Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research. 2017;7(1):11-24. https://doi.org/10.3126/jer.v7i1.21237
AMA
In-text citation: (1), (2), (3), etc.
Reference: Pant BP. Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research. 2017;7(1), 11-24. https://doi.org/10.3126/jer.v7i1.21237
Reference: Pant BP. Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research. 2017;7(1), 11-24. https://doi.org/10.3126/jer.v7i1.21237
Chicago
In-text citation: (Pant, 2017)
Reference: Pant, Binod Prasad. "Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher". Journal of Education and Research 2017 7 no. 1 (2017): 11-24. https://doi.org/10.3126/jer.v7i1.21237
Reference: Pant, Binod Prasad. "Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher". Journal of Education and Research 2017 7 no. 1 (2017): 11-24. https://doi.org/10.3126/jer.v7i1.21237
Harvard
In-text citation: (Pant, 2017)
Reference: Pant, B. P. (2017). Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research, 7(1), pp. 11-24. https://doi.org/10.3126/jer.v7i1.21237
Reference: Pant, B. P. (2017). Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher. Journal of Education and Research, 7(1), pp. 11-24. https://doi.org/10.3126/jer.v7i1.21237
MLA
In-text citation: (Pant, 2017)
Reference: Pant, Binod Prasad "Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher". Journal of Education and Research, vol. 7, no. 1, 2017, pp. 11-24. https://doi.org/10.3126/jer.v7i1.21237
Reference: Pant, Binod Prasad "Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher". Journal of Education and Research, vol. 7, no. 1, 2017, pp. 11-24. https://doi.org/10.3126/jer.v7i1.21237
ABSTRACT
I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.
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