My Experience about Mentoring and Learning Mathematics

Abstract

This research study depicts my experiences, feelings and perception of relationship with teacher in different stages of my life. I have used auto ethnography as the methodology for this qualitative based report. Auto ethnography is research, writing and story where myself is the subject and my experiences are the data. This auto ethnography tells my story from an inside perspectives. This study has changed my belief about reality and my view how to know the reality. The purpose of this inquiry is to explore the teacher students relationship and its potential impact in learning mathematics. The theoretical frame for this auto ethnography is constructivism. In this study I am the primary data source. The experience for this study of relationship with teacher is recounted by memory, self observational and self reflective. The memory, self observational and self reflective data capture the past and present perspectives of my lived experienced. The research questions guiding this research are: how the relationship with teacher facilitated my learning? And what are consequences of my relationship with teacher in my learning? The outcomes of this study shows that the teacher students relationship to be a dynamic factor in classroom where the mathematics teachers have not been able to link culture and knowledge. The findings also shows that the invest of teacher interaction not only effects the learning outcomes and student behavior in the classroom, but also the potentially impacts each students future achievements and success.