Is Appreciative Inquiry a Future Possibility in Nepali Mathematics Teaching?

August 2022
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ABSTRACT

The authors conducted a narrative study with three mathematics teachers in Nepal to explore their perceptions about using Appreciative Inquiry in their teaching. In a conversation that might not have been possible even a few years ago, the teachers perceived Appreciative Inquiry to be helpful to student learning and hoped it would be possible to implement it more fully in future.

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Author: Deependra Budhathoki

Deependra received his PhD in mathematics education from Ohio University. He received his MPhil and MEd in mathematics education from Kathmandu University, Nepal.He has over 15 years of experience teaching mathematics and mathematics education courses for middle school to graduate students in Nepal and the United States. His research interests and expertise include student-centered teaching and quantitative reasoning.

Contact: db497117@ohio.edu

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Author: Binod Pd. Pant

Mr Pant is an assistant professor at the School of Education at Kathmandu University in Nepal. He has more than 20 years of experience in teaching mathematics to high school through university-level students. His interests and expertise include providing professional support to pre-and in-service mathematics teachers.

Contact: binod@kusoed.edu.np

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