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November 17, 2025Asian Journal for Mathematics EducationOpen Access

Learning Experiences: A Hidden Curriculum for Novice Mathematics Teachers

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Authors

DBDeependra BudhathokiBPBinod PrasadBLBal Chandra Luitel

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Implication

Narrative study reveals how novice teachers' prior learning experiences shape teaching practice, suggesting engagement enhances student-centred teaching.

Key Points

  • Novice mathematics teachers often rely on their prior learning experiences, influencing their teaching practice.
  • Findings show that these experiences serve as a hidden curriculum guiding classroom methods and approaches.
  • Qualitative interviews provided in-depth insights into how teachers connect their learning history with current practices.
  • Recognizing and engaging with these experiences may support a transition to more effective, student-centred teaching.

Cite This Study

Budhathoki et al. (2025) studied this question.

synapsesocial.com/papers/692509ddc0ce034ddc3522a3https://doi.org/10.1177/27527263251393744
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Pedagogical and Content Knowledge in the Educational Practices of Novice Mathematics Teachers in Primary Education2024 · 1 citations
  2. 2An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study2026
  3. 3Equitable Pedagogical Practices in Learning Mathematics at Secondary Schools in Nepal2024 · 4 citations
  4. 4Learning from the questions and advice of prospective and early career elementary mathematics teachers2026
  5. 5Reflections on teaching practice: a study with pre-service mathematics teachers2026