MY EXPERIENCE OF INCORPORATING GLOCAL KNOWLEDGE WITH SCHOOL MATHEMATICS

Abstract

This dissertation portrays my life experience and exploration regarding my pedagogical practices as a student, as a teacher and a facilitator focusing on the use of glocal knowledge and artifacts in teaching and learning. I have comprehensively presented my learning practice of mathematics at school, colleges and University as well as teaching practices of mathematics at school level. Similarly, I have discussed about my learning experiences from different seminars, workshops and trainings. I have chosen auto ethnography as method and methodology of research and interpretive, critical research as a key research paradigm to portray my research study. Auto ethnography helped me to excavate experiences that I have gained in the journey of teaching and learning of mathematics. The interpretive research paradigm helped me to focus on action and begin with individual and set out to understand by interpretation of the world. The critical research paradigm helped me to identify my research problem, reflect upon my teaching and learning experiences and transform to new concept on teaching and learning of mathematics. In this study, I also used Post modernism which helped me to generate multiple genres of writing as poem, poster, narrative etc. These writings make my text wealthy and pedagogical thoughtful from my experience regarding paradigm of teaching and learning. In regard to theoretical ii referents, I have used constructivism, social constructivism and different learning theories as my referents. My focal point of this research is my reflective practices as student, teacher and facilitator. In the process of writing my episodes, I have tried to set my journey of teaching and learning of mathematics to show my extensive experience as a student situated in teacher centered and text book centered classroom from early school to college level of study. I have also attempted to use my teaching and learning experiences to make significant change towards a “student centered” classroom so that students can easily learn mathematics