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    Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry

    221118_Alsulami 2015.pdf (2.747Mb)
    Access Status
    Open access
    Authors
    Alsulami, Naif Mastoor A
    Date
    2014
    Supervisor
    Dr Peter Taylor
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/2584
    Collection
    • Curtin Theses
    Abstract

    Pre-service mathematics teachers in Saudi Arabia learn about student-centred teaching approaches to use in their professional teaching practice. However, many are not interested in implementing those approaches. Based on an Arts-based critical auto/ethnographic inquiry, I propose that Saudi future mathematics teachers need to engage in ‘transformative learning’; to think reflectively and critically about their own learning experiences, their beliefs about teaching and learning, their personal epistemology and their view about the nature of mathematics.

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