Lived experience of pedagogical boomerang in mathematics teaching-learning

Sher Singh Rawat (Myagang Rural Municipality, Deurali, Nuwakot, Nepal)
Bal Chandra Luitel (School of Education, Kathmandu University)
Shashidhar Belbase (Department of Curriculum and Instruction, United Arab Emirates University)

Journal of Education and Learning (EduLearn)
Vol 15, No 1: February 2021

The purpose of this study was to explore the critical life-events of the first author's journey of learning and teaching mathematics that prompted critical thinking about his past experiences as a student and teacher. It portrays a paradigmatic shift from a traditionalist thinker to a constructivist actor in the classroom from the critical life-events within and out of classroom experiences by using autoethnography as the writing and research genre by connecting his personal experiences in the social, cultural, and teaching/learning contexts of Nepal. The major themes emerged from the autoethnography were-- Thinking Narratively: Joining a School and Dropping Out; Thinking Narratively: Back to School and Dropping In; Thinking Interpretively: Dropping out of School; Thinking Poetically: Dropping in School; and Nightmare of the First Teaching: A Pedagogical Boomerang. These themes portrayed a pedagogical boomerang in learning and teaching mathematics from a remote village in Western Nepal to the neighborhood of the capital city Kathmandu.