My Journey of Learning and Teaching: A Trans/formation from Culturally Decontextualised to Contextualised Mathematics Education. Este artículo no está disponible.My Journey of Learning and Teaching: A Trans/formation from Culturally Decontextualised to Contextualised Mathematics Education

This work portrays comprehensive and evolving inquiry into the prolonged problems of culturally decontextualised mathematics education encountered by the students of Nepal in schools and colleges. It also depicts how the pupils from the land of diverse cultures are deprived of learning contextualised (culturally embedded) mathematics. The author has presented comprehensively his learning practice of mathematics in school, college and University, his teaching practice of mathematics in secondary school and trainings he has conducted for primary school teachers based upon Habermas’ three cognitive interests - technical (controlling), practical (understanding) and emancipatory (independence). To portray his research study, he has chosen an autoethnography, small p philosophical inquiry and Living Educational Theory as his methodological referents comprising narratives such as poems, drama, dialogues and stories visualizing them with interconnected photographs. After going through the whole book, one can perceive how the author could get rhythm of the process of transformation in his teaching and learning from culturally decontextualised to contextualised mathematics education.

This work portrays comprehensive and evolving inquiry into the prolonged problems of culturally decontextualised mathematics education encountered by the students of Nepal in schools and colleges. It also depicts how the pupils from the land of diverse cultures are deprived of learning contextualised (culturally embedded) mathematics. The author has presented comprehensively his learning practice of mathematics in school, college and University, his teaching practice of mathematics in secondary school and trainings he has conducted for primary school teachers based upon Habermas’ three cognitive interests - technical (controlling), practical (understanding) and emancipatory (independence). To portray his research study, he has chosen an autoethnography, small p philosophical inquiry and Living Educational Theory as his methodological referents comprising narratives such as poems, drama, dialogues and stories visualizing them with interconnected photographs. After going through the whole book, one can perceive how the author could get rhythm of the process of transformation in his teaching and learning from culturally decontextualised to contextualised mathematics education.