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The Cultural Calculus: Renegotiating Mathematical Identity Crossing Mainland China-Hong Kong Educational Boundaries
Abstract
Cross-border education has become an essential aspect of higher education as student mobility across regions continues to grow. Thus, students are expected to navigate not only academic challenges but also complex sociocultural differences shaped by diverse educational systems. Using an autoethnographic approach, the author reflects on her lived experiences as a mathematics education student from Mainland China studying in Hong Kong. It specifically examines the reconstruction of mathematical identity through three interrelated stages of inception, engagement, and integration, framed by Bloom's Taxonomy. This narrative highlights how contrasting traditions in pedagogy, language, and culture shaped her beliefs and practices in mathematics. The study provides insights into how international students' transitions can inform educators and policymakers seeking to foster more inclusive cross-border education environments.
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