Exploring students perception of equity in mathematics classroom

Abstract

This study focused on "Exploring Students' Perception of Equity in Mathematics Classroom". The objectives of this study were to explore the students' perception of equity, to find out the challenges faced by the teachers to maintain equity and to find out the strategies for reducing the challenges of maintaining equity in mathematics classroom. In dealing with such objectives, I applied interpretive qualitative research design and ethnography approach to explore the multiple realities through the methods of open-ended interview, observation and as a research tools. Five students were selected from the Department of Education, Department of Mathematics Education, Prithvi Narayan Campus, Pokhara through purposive sampling. Five mathematics teachers were also selected as a sample of this study. The data analysis went through multiple layers of thematic analysis and interpretations of narratives from interview data. The collected data were analyzed with the help of theories and related literatures. I found that students understand equity in mathematics classroom as counseling, learning strategy, linguistic, fairness, social process and caring marginal students. Teachers seemed to provide equal opportunities and access to their students to equity just classroom. The challenges for creating socially just classroom include: diverse students, gender gap, cultural differences, insufficient teaching materials, student absenteeism, different interests of students and marginal students. Thus, the teachers need to apply different strategies such as counseling, group work, linking mathematics on daily life, enjoyment, demonstration and encouragement for reducing the challenges to maintain equity in mathematics classroom. Such strategies are likely to give new and practical ways to understand the issues of equity in mathematics classroom. Also make the mathematics classroom more inclusive and justifiable.