This thesis explores the pedagogy of vulnerability. To experience vulnerabilities in my learning, I explored art by taking risks and going outside my comfort zone to engage in art practices. Using the methodology of self-study, I examined myself as a learner and a practitioner through various art forms and changes in my practice as a result of my art engagement. Through my art practices, I embraced the creative process which opened up possibilities for reimagining how I could teach math. Looking within my own learning experiences helped me become more appreciative of the vulnerabilities in learning. I created openings in my math classroom by being improvisational and embracing moments of possibility. Experiencing vulnerabilities in my art exploration and sharing my learning process with students helped to build a more supportive learning environment for risk-taking in my classroom.
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Thesis advisor: MacKinnon, Allan
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