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

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.