Education Journal

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Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach

Received: 07 October 2017    Accepted: 27 October 2017    Published: 24 November 2017
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Abstract

In the face of bizarre challenges, many Nigerian higher education students are surviving out of sure doggedness and determination to succeed. Out of improvisation, deprivation and sheer hard work, many students have attained graduation with outstanding qualities. This study employs autoethnography to report the author’s personal narrative of graduating in mathematics education in a public university in Nigeria. Reflective writings from three graduating students of mathematics education added voices to the autoethnography. Emerging themes deduced from the reports indicate a general mixed expectation for higher education, Students’ tenacity in the face of a tense school climate, and a productive social interaction as constituting broad experience of graduating students of mathematics education in Nigeria.

DOI 10.11648/j.edu.20170606.13
Published in Education Journal (Volume 6, Issue 6, November 2017)
Page(s) 177-187
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mathematics Education, Nigerian Higher Education, Autoethnography, School Experience

References
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  • Department of Science Education, University of Agriculture, Makurdi, Nigeria

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    Joshua Abah Abah. (2017). Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach. Education Journal, 6(6), 177-187. https://doi.org/10.11648/j.edu.20170606.13

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    Joshua Abah Abah. Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach. Educ. J. 2017, 6(6), 177-187. doi: 10.11648/j.edu.20170606.13

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    AMA Style

    Joshua Abah Abah. Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach. Educ J. 2017;6(6):177-187. doi: 10.11648/j.edu.20170606.13

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  • @article{10.11648/j.edu.20170606.13,
      author = {Joshua Abah Abah},
      title = {Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach},
      journal = {Education Journal},
      volume = {6},
      number = {6},
      pages = {177-187},
      doi = {10.11648/j.edu.20170606.13},
      url = {https://doi.org/10.11648/j.edu.20170606.13},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20170606.13},
      abstract = {In the face of bizarre challenges, many Nigerian higher education students are surviving out of sure doggedness and determination to succeed. Out of improvisation, deprivation and sheer hard work, many students have attained graduation with outstanding qualities. This study employs autoethnography to report the author’s personal narrative of graduating in mathematics education in a public university in Nigeria. Reflective writings from three graduating students of mathematics education added voices to the autoethnography. Emerging themes deduced from the reports indicate a general mixed expectation for higher education, Students’ tenacity in the face of a tense school climate, and a productive social interaction as constituting broad experience of graduating students of mathematics education in Nigeria.},
     year = {2017}
    }
    

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