Mathematics Teaching with Appreciative Inquiry
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Appreciation means positive evaluation and giving worth. This book focuses on how mathematics teaching can be conducted through students' appreciation. Mathematics practices in Nepal are largely teacher-centered, with or almost no importance to students. Rather they are rarely considered as important aspect of classroom practices. Majority of the classroom practices are based upon rigorous practice of routine problems, supplemented with corporal punishment. Students are frequently deprecated. Despite of richness in socio-cultural mathematical practices, students generally often observe gaps in...
Appreciation means positive evaluation and giving worth. This book focuses on how mathematics teaching can be conducted through students' appreciation. Mathematics practices in Nepal are largely teacher-centered, with or almost no importance to students. Rather they are rarely considered as important aspect of classroom practices. Majority of the classroom practices are based upon rigorous practice of routine problems, supplemented with corporal punishment. Students are frequently deprecated. Despite of richness in socio-cultural mathematical practices, students generally often observe gaps in between mathematics inside and outside the classroom, and regard it as hegemonic imposition. This book is based upon dissertation on Appreciative Inquiry and Mathematics teaching, conducted by first author and the second author was the supervisor. Through the first author's experiences as mathematics learner, teacher, teacher-trainer and novice researcher; the book is able to represent the general mathematical practices in Nepal. As the research findings, the books portrays the possible opportunities of employing Appreciative Inquiry in mathematics classroom and provide newer dynamism.
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