Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry
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 m...
| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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Curtin University
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/2584 |
| _version_ | 1848743994231619584 |
|---|---|
| author | Alsulami, Naif Mastoor A |
| author_facet | Alsulami, Naif Mastoor A |
| author_sort | Alsulami, Naif Mastoor A |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T05:54:24Z |
| format | Thesis |
| id | curtin-20.500.11937-2584 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:54:24Z |
| publishDate | 2014 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-25842017-02-20T06:37:16Z Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry Alsulami, Naif Mastoor A 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. 2014 Thesis http://hdl.handle.net/20.500.11937/2584 en Curtin University fulltext |
| spellingShingle | Alsulami, Naif Mastoor A Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry |
| title | Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry |
| title_full | Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry |
| title_fullStr | Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry |
| title_full_unstemmed | Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry |
| title_short | Transforming Saudi mathematics education culture: An arts-based critical auto-ethnographic inquiry |
| title_sort | transforming saudi mathematics education culture: an arts-based critical auto-ethnographic inquiry |
| url | http://hdl.handle.net/20.500.11937/2584 |