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dc.contributor.authorAlsulami, Naif Mastoor A
dc.contributor.supervisorDr Peter Taylor

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.

dc.publisherCurtin University
dc.titleTransforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access

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