I define my {\textquoteleft}living mathematics{\textquoteright} as my living-educational-theory of teaching and researching mathematics. I define {\textquoteleft}Living Mathematics{\textquoteright} as the overarching values-based approach to the teaching and research of mathematics as a parallel to the distinction made between {\textquoteleft}living-educational-theory{\textquoteright} and {\textquoteleft}Living Educational Theory research{\textquoteright}. In this article I ask the question {\textquoteleft}how do I improve my practice of teaching and researching here?{\textquoteright} by exploring how I:

- As a teacher can support mathematical thinking and the understanding of textbook concepts using a valuebased approach and,
- As a researcher can enhance my mathematical thinking and modify, or create, mathematical models by calling upon my lived experiences, capturing and representing them in a symbolic form.

I define teaching and research pathways in Living Mathematics as sequences of useful and focused key actions. Four exemplar case studies of my living mathematics are discussed; two from the teaching pathway and two from the research pathway.

}, issn = {2009-1788}, attachments = {https://ejolts.net/files/358_0.pdf} }