Journal of Transformative Praxis

When School Feels Like Home, and Home Feels Like School: Exploring Motherly Mathematics Education
Amrit Bahadur Poudel 1 *
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1 Faculty of Education and Arts, Nord University* Corresponding Author
Original Article

Journal of Transformative Praxis, Volume 5, Issue 1, 2024, 27-53, https://doi.org/10.51474/jrtp/15754

Online publication date: Jul 04, 2024

Publication date: Dec 31, 2024

Views: 154 | Downloads: 62

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APA
In-text citation: (Poudel, 2024)
Reference: Poudel, A. B. (2024). When School Feels Like Home, and Home Feels Like School: Exploring Motherly Mathematics Education. Journal of Transformative Praxis, 5(1), 27-53. https://doi.org/10.51474/jrtp/15754
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Poudel AB. When School Feels Like Home, and Home Feels Like School: Exploring Motherly Mathematics Education. Journal of Transformative Praxis. 2024;5(1):27-53. https://doi.org/10.51474/jrtp/15754
AMA
In-text citation: (1), (2), (3), etc.
Reference: Poudel AB. When School Feels Like Home, and Home Feels Like School: Exploring Motherly Mathematics Education. Journal of Transformative Praxis. 2024;5(1), 27-53. https://doi.org/10.51474/jrtp/15754
Chicago
In-text citation: (Poudel, 2024)
Reference: Poudel, Amrit Bahadur. "When School Feels Like Home, and Home Feels Like School: Exploring Motherly Mathematics Education". Journal of Transformative Praxis 2024 5 no. 1 (2024): 27-53. https://doi.org/10.51474/jrtp/15754
Harvard
In-text citation: (Poudel, 2024)
Reference: Poudel, A. B. (2024). When School Feels Like Home, and Home Feels Like School: Exploring Motherly Mathematics Education. Journal of Transformative Praxis, 5(1), pp. 27-53. https://doi.org/10.51474/jrtp/15754
MLA
In-text citation: (Poudel, 2024)
Reference: Poudel, Amrit Bahadur "When School Feels Like Home, and Home Feels Like School: Exploring Motherly Mathematics Education". Journal of Transformative Praxis, vol. 5, no. 1, 2024, pp. 27-53. https://doi.org/10.51474/jrtp/15754
ABSTRACT
This article introduces the concept of motherly mathematics education, which establishes a meaningful and validating space common to the home and school environments, facilitating learners’ ability to transcend the constraints of traditional mathematics instruction. The author describes the basic features of motherly mathematics education based on his personal experiences and classroom practices. The study employs a multi-paradigmatic transformative education method that incorporates art-based (auto)ethnographic enquiry and philosophical analysis rooted in transformative learning theory. Co-generative enquiry is used as a research tool to explore both implicit and explicit aspects of learning mathematics. The overarching research question guiding the study is, how does the author conceptualise key features of motherly mathematics education in instructional practice? The study argues that a motherly mathematics pedagogy supports equity and the diversification of student interests and participation, interpreting the curriculum as the dance of a mosaic of diversity and portraying assessment as an ongoing developmental process.
KEYWORDS
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ACKNOWLEDGEMENTS

I thank my fellow teachers, students, and colleagues who encouraged me to craft my proposed vision for motherly mathematics education. I also express appreciation to anonymous reviewers and editors for providing valuable comments on my draft.

FUNDING

I have received no funding for this article.

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