Critical Conscience for Construction of Knowledge in Mathematics Education

Abstract

The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods of teaching, learning, and researching to enrich this discipline. In this context, the purpose of this study was to explore the Nepali mathematics educators’ perspectives on critical conscience for the construction of knowledge in mathematics education. The research participants were five university-level mathematics educators who participated in in-depth interviews on critical conscience in mathematics education. The qualitative thematic analysis of the interview data unveiled four major thematic groups in terms of four idiographic passes– culture, communication, collaboration, and context (4Cs); discourse, dedication, deliberation, and development (4Ds); equity, engagement, elaboration, and extension (4Es); and formation, fusion, frame of reference, and faculty of cognition (4Fs). The thematic interpretations of critical conscience may portray the paradigmatic assumptions of ontological, epistemological, and axiological primacy of mathematics education from the participants’ views. Policy and pedagogical implications of the themes have been discussed.

Practice of Critical Pedagogy in Higher Education Classrooms

“…Based on the participants' statements teachers highlight interaction as a classroom discussion between students and teacher where students and teacher are equally responsible in the learning process. To provide the opportunities of classroom presentation during the classroom teaching is another idea to make the learner active in their learning process which is the active and responsible learner is one of the key areas of critical pedagogy (Acharya et al, 2022). It may have a general notion of CP but does not follow its complete procedures.…”

“…But it influences all level of education in particular secondary education should be a priority because the secondary education is a foundation of preparing the students as an active person for further learning (UNESCO, 1998). Similarly, increasing the learners' activeness in the learning, the educating process of school and college should be considered about the socio-cultural context of the students (Acharya et al, 2022). Though increasing the relevancy of education whether the secondary or higher education by employing the different methods of teaching is still an issue of classroom teaching and learning in our education system of Nepal (MOEST, 2019).…”

Pengembangan Modul Bangun Ruang dan Statistika Berbasis Project Based Learning

“…Pendidikan matematika menurut (Acharya et al, 2022(Acharya et al, :1032 merupakan suatu disiplin ilmu, pengajaran, dan pembelajaran matematika dimulai dari sekolah hingga perguruan tinggi. Pola pikir yang rasional, kritis, dan kreatif merupakan salah satu tujuan pembelajaran matematika yang diajarkan kepada siswa.…”