Pedagogy for the Future in the Context of Nepal: An Exploration with Critical Mathematics Education

Abstract

Critical mathematics education undermines the neutrality of mathematics teaching and learning;
it confronts societal barriers and suppression, social justice, and opens up new pathways
for students to participate in social and political life. This paper intends to analyze critical
mathematics education and how it can be used as a tool to create a bright future for mathematics
in Nepal by altering teaching pedagogy and applying it to practice. For this study, the search
engine Google, Google scholar, Eric, and ProQuest were used. Three major themes were
explored: thoughts of teachers towards critical mathematics education, mathematics education
in relation to society, and technology-based teaching. To discuss the result content analysis on
the themes were used. This study finds that optimistic attitude, innovation of teachers, and the
use of critical pedagogy appear to be too responsible for the bright future of mathematics. To
attain the objectives, our teachers must be enthusiastic, knowledgeable about information and
technology, and critical and reflective.