ABSTRACT
The images of the mathematics curriculum created by the teachers play a vital role to incorporate the substantive and transformative pedagogy inside the classroom. Similarly, included content in the curriculum and the ways of delivering it matters a lot in creating the sustainable future for learners. The images of the mathematics curriculum indirectly or directly have a positive or negative influence during the teaching and learning process. Thus, the paper explores the images of the mathematics curriculum held by the secondary school mathematics teachers. We subscribed Habermasian knowledge consecutive interests (technical, practical, and emancipatory) as the theoretical orientation to evaluate the teachers’ images of the mathematics curriculum and to discuss the transformative pedagogies. The study is carried out by using interpretative approach based on formal and informal semi-structured interview to generate and construct the data texts of the three participants who have been working as secondary-level mathematics teachers for around ten years. The pedagogical implications of such images of the mathematics curriculum are discussed and the roadmap is suggested for transformative pedagogies for a sustainable future. We conceptualized the images of the mathematics curriculum as a view or mental representation which are created during the interaction in schools, universities, and society as well.
