Abstract
I define my ‘living mathematics’ as my living-educational-theory of teaching and researching mathematics. I define ‘Living Mathematics’ as the overarching values-based approach to the teaching and research of mathematics as a parallel to the distinction made between ‘living-educational-theory’ and ‘Living Educational Theory research’. In this article I ask the question ‘how do I improve my practice of teaching and researching here?’ by exploring how I:
As a teacher can support mathematical thinking and the understanding of textbook concepts using a value based approach and, As a researcher can enhance my mathematical thinking and modify, or create, mathematical models by calling upon my lived experiences, capturing and representing them in a symbolic form.
I define teaching and research pathways in Living Mathematics as sequences of useful and focused key actions. Four exemplar case studies of my living mathematics are discussed; two from the teaching pathway and two from the research pathway.