|Institution:||Curtin University of Technology|
|Full text PDF:||http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=221118&local_base=gen01-era02|
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.