Lived experience of pedagogical boomerang in mathematics teaching-learning

The purpose of this study was to explore the critical life-events first author's journey learning and teaching mathematics that prompted thinking about his past experiences as a student teacher. It portrays paradigmatic shift from traditionalist thinker constructivist actor in classroom within out by using autoethnography writing research genre connecting personal social, cultural, teaching/learning contexts Nepal. major themes emerged were-- Thinking Narratively: Joining School Dropping Out; Back In; Interpretively: School; Poetically: Nightmare First Teaching: A Pedagogical Boomerang. These portrayed pedagogical boomerang remote village Western Nepal neighborhood capital city Kathmandu.