PROMOTING TRANSFORMATIVE MATHEMATICAL LEARNING THROUGH HEUTAGOGY, PARAGOGY AND CYBERGOGY APPROACHES

Abstract

The mathematics curriculum of higher education teaching requires changes to produce highly
qualified graduates, who can respond quickly and creatively to economic change. In fulfilling
this aspiration, the criteria of the heutagogy, paragogy and cybergogy approaches can explain
the role of mathematics educators in educating students on future life preparation. This study
aims to generate the criteria of heutagogy, paragogy and cybergogy approaches for
mathematical teaching and learning at Higher Education level. For each approach, the themes
and its’ characteristics will be determined to inform the mathematics educators the ways to
implement the heutagogy, paragogy and cybergogy approaches in class. The intensive and
rigorous literature review were done for analyzing teaching and learning models from the
theoretical, model or conceptual aspects, several education policy documents that are related
to teaching and learning at higher institution as well as best practices in effective learning
environments both locally and abroad in general and in the field of mathematics education as
well as the literature review on aspects of heutagogy, paragogy and cybergogy approaches.
This study has successfully generated the criteria of heutagogy, paragogy and cybergogy
approaches for mathematical teaching and learning at Higher Education level. For each
approach, several themes have been identified, and for each theme there are several items that
are described in detail for guidance. Six themes with 36 items were identified for the
heutagogical approach and the main key focus is learner-centeredness where the contexts and
content are learner-generated. For the paragogical approach, five themes with 35 items were
identified which provide information on best practices for managing peer learning. The key
theme for this approach is the learners and educators are the creator for learning and teaching
context. Finally, cybergogy approach composed of three interdependent domains with 39
items should be well thought-out in implementing this approach; cognitive, emotive and
social domains. These input themes and items of the heutagogy, paragogy and cybergogy
approaches which are mutually supporting each other may promote the mathematical learning
transformation in this era, hence contributing to knowledge gap within the mathematics
education research for the information about the guidance and strategies for implementing
those approaches as well as contributing to Future Ready Curriculum paradigm.