Mathematics Education

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6 Achievement and effecting factors in learning mathematics of Musahar students
(Department of Mathematics Education, 2021) Kohar, Jitendra
This study entitled “Achievement and Effecting Factors in Learning Mathematics of Musahar Students” intended to find out the achievement and leading factors that effects in learning mathematics Musahar students. The main objectives of this study were to identify the achievement in mathematics of Musahar children and to identify the leading factors that effects on their mathematical achievement. Where, the study is based only on the basic level of government school and on Musahar ethnic group of Nepal. In this study, to fulfill above objective the researcher conducted achievement test with interview schedule and observation form to collect the required information. The researcher used the explanatory sequential mixed research design. Quantitative data were analyzed by the statistical tools and qualitative data were analyzed by thematic network approach of analysis. For this, researcher selected three sample schools from Rupandehi district by purposive sampling. Sixty students were selected for achievement test. Similarly mathematics teachers, head teachers, parents and students were included in interview. The researcher analyzed the collected data with the help of conceptual understanding on the basis of factors related to learning environment at home and school, pre-knowledge, interest and labor in mathematics of the students and maternal education and support. The finding of the study shows that, there is very low achievement in mathematics of Musahar students in comparison of National Assessment of Students Achievement (NASA) 2011 and 2015. From the study, it is found that there a lots of factor behind low achievement of Musahar students such as factors related to school management, factors related to students, factors related to teacher, factors related to parents and factors related to environments. Specially, in learning mathematics Musahar students have lake of fundamental concepts of mathematics, problem to transform the word problems into algebraic expression, very low knowledge in process solving skill and application of concepts, formulas in the new context. The main reasons for the above problems are the irregularity and wrong concept in schooling. From the observation of schooling records of Musahar community and from interview, it is found that the low achievement of Musahar students is their genetic factor.
Accessibility and practice of ITC in teaching and learning mathematics
(Department of Mathematics Education, 2020) Dhungel, Pradip
The topic of the study is "Accessibility and practices of ICT (Information Communication and Technology) in teaching and learning mathematics." The purpose of this study was to investigate the accessibility of ICT tools and their practices in teaching and learning mathematics. The study adopted descriptive survey design and the information/data was collected by observation checklist, interview and questionnaire. The sample of the study was 200 students and 24 teachers from twenty secondary schools. The researcher used random sampling procedure to select the sample for finding the accessibility of ICT tools. For the convenience of the researcher Hanumanteshwor Secondary School of Baiteshwor-4 Dolakha was selected for investigating the practices of ICT in teaching and learning mathematics purposively. The data collected by using checklist, were analyzed descriptively according to the percentage score of the data. The responses of the interviewee were analyzed by using qualitative approach. It was found that most of the schools in Dolakha district had access of ICT tools but only fewer teachers used them due to the lack of pedagogical knowledge. Also some old teacher still believes on traditional way of teaching so they are not modified according to the today's technologies. It was found that the training organize by different institutions are only focus on providing technical knowledge related to ICT but not included pedagogical knowledge related to ICT in mathematics hence the teachers are unable integrate the ICT in teaching and learning mathematics. It was also noticed that maximum students are from the poor background so many of them have no availability of ICT tools at their home.
Achievement in mathematics and its causes
(Department of Mathematics Education, 2018) Karna, Sumit
This study focuses on the Achievement in mathematics and its cause.The main objectives of this study were to compare the achievement level of Badi andnon- Badi students in mathematics and to explore the causes that affect achievements in mathematics of Badi students. Main hypothesis was that there is no significant difference between mean achievement of Badi and Non Badi students. This study was a mixed research design approach conducted at Shree Sharda Secondary School, Shree Pravat Secondary School, Shree Chhinchu English Medium School and Deuti Vidya Mandir Sadan, Bheriganga municipality, Surkhet. I selected hundred students fromfourschools of both Badi and non-Badi castefor achievement test. I took interview four Badi students, two Badi parents,four mathematics teachers and four head teachers.I conducted observation of five mathematics classes.I analyzed and interpreted the data with the help of z-test,theories and some related literatures. From the study,it was found that there was significant difference between mean achievement of Badi and Non-Badi students.So,achievement in mathematics of Badi students were lower than non Badi students. It was found that the interests of learners, pre knowledge and teaching learning activities, motivation,physical facilities, school environment, home environment,parents education and culture and society were main causes of low achievements in mathematics.
Adversities encountered in learning mathematics by Chepang Children at Primary Level”
(Department of Mathematics Education, 2015) Kandel, Debaki
The main objective of this study is to identify and analyze the problem faced by Chepang children in mathematics classroom in Primary Level. This research is qualitative in design with ethnography in approach. Classroom observation form and interview guidelines to students as well as teachers were used to collect data. Besides these, unstructured interview of selected students, teachers and parents had also taken to analyze problem. On the basis of reviewed literatures and different concepts of theories, such as : cultural difference and discontinuity theory, constructivism and the different aspects were developed as indicators to analyze the collected information of the study. The study found that the home and the school environment are not suitable for the mathematics learning of Chepang students. There are linguistic problems at mathematics classroom. There is lack of interpersonal relations. In some of the places there is proper interaction but in some schools there is no proper interaction between teacher and Chepang students at mathematics classroom. To improve the learning capacity of Chepang students in mathematics,they should be motivated to be regular in school,there should be discussion between Chepang parents and teacher about their children, there discount in tuition classes,there should be at least one Chepang teacher in each school.The economic help should be given to them and the pople who discriminate them should be discouraged.
Adversities in teaching learning mathematics in cultural diverse classroom
(Department of Mathematics Education, 2016) Pandey, Keshav Raj
This study is about “Adversities in Teaching Learning Mathematics in Cultural Diverse Classroom”. Linguistic, ethnic and gender diversity is the realistic picture of Nepalese secondary mathematics classroom as Nepal is a ‘bawl of salad’ for more than 126 linguistic communities and more than 61 ethnic communities. The Mathematics teacher should therefore be aware of these diversities and adversities inside a classroom. Culturally diverse students regarding ethnicity, language and gender should be especially treated to guarantee the right to education. The main difficulty of the students from ethnic community, non-Nepali mother tongue and girl students are lack of guidance and sufficient time at home, problem to catch the pace of teachers, linguistic tone and internal fear or shyness. Taking cultural diversity as a boon, a teacher can make a classroom interesting, gender-friendly, culture-friendly and encourage them for better performance. A teacher can play a pivotal role to reduce discrimination and empower the students from ethnically, linguistically and gender minorities through the application by appropriate teaching methods and materials, teacher training, collaborative and group teaching, peer learning, constructive teaching learning, life like examples and knowledge of other culture etc. It is a qualitative ethnographic research design focused on the problems faced by the teachers and students in multicultural classroom. Fifteen participants were selected by using judgmental purposive sampling. The major tools of data collection were interview and classroom observation. The study site was Kathmandu district where we can find variety in language and culture.
An error analysis in solving verbal problems on co-ordinate Geometry
(2014) Jha, Bimalesh Kumar; Bed Raj Acharya
ABSTRACT Without making any errors none of learners can learn. Some commit more errors while some commit less. In the process of learning mathematics, students make many errors as it is one of the most difficult subjects. Most of the students feel mathematics a difficult subject which is reflected by their final score in SLC. Errors made by students should be identified by the teacher to minimize it as possible. It is their duty. Here, the present study was concerned with error analysis. This study was carried out in grade X of four schools in Dhanusha district. The study of error had been done in co-ordinate geometry of grade ten optional mathematics. The purposes of the study were to identify the errors committed by the students of grade X of Dhanusha district in co-ordinate geometry and to find the causes of errors committed by the students. One hundred twenty students were taken as a sample from four schools. Among them, sixty were girls and sixty were boys. Two types of data collection tools were used for this study. The first one was achievement test (problem solving) and second was interview schedule. Furthermore, the interview schedule was categorized into two i.e. interview schedule for the sample students and interview schedule with related mathematics teachers. Different types of questions were included in the problem solving test. The error found in problem solving test were analyzed on the basis of Newman technique of error analysis. Those errors were collected by checking answer sheet and by taking interview with the students because it was impossible to find reading and comprehension error without interview. The second purpose of the study was to find out the causes of error in solving verbal problems on co-ordinate geometry for this interview was conducted on mini- sample of twenty students, which were selected from one hundred twenty sample students. And another interview was conducted to the sample teachers. It was concluded that the students commit errors from the beginning (reading level) to the deduction of result (encoding level). The concentration of errors was seen on the process level. The students have difficulty with reading because they found it hard to establish a context for a particular text to predict the meaning of the text and anticipate words that are likely to occur within it. The students who have difficulty with comprehension are due to monotonous environment of the classroom, due to lack of knowledge of technical terms in mathematics. The students who have difficulty with transformation are due to lack of discussion in classroom. The students who have difficulty with process are due to mix up rules because they do not really have rational understanding of what are they doing. Encoding errors are due to lack of regular practice of mathematical problems.
Analysis of Dashanami students participation in mathematics learning
(Department of Mathematics Education, 2023) Bharati, Ganesh Chandra
The present study entitled "Analysis of Dashanami Students Participation in Mathematics Learning" has main objectives to find out the participations of Dashanami students in mathematics educations in master level and to identity and analyze the causing factors of participation of Dashanami students. The design of this study was qualitative with a narrative inquiry. The data were collected by using purposive sampling method. The total samples were three where two are Dashanami students of Central Department of Education, Kirtipur and one is Dashanami teacher of Kapilvastu district, Shivraj municipality. I analyzed and interpreted the collected data from descriptive point of view. This research is related to the narrative inquiry of qualitative research. In this, the experiences made by the students during their mathematics studies through indirect interviews with two Dashanami students studying in Tribhuvan University and one Dashanami teacher from Kapilvastu have been compiled. The teacher's experience about Dashanami students during his thirty two years of teaching has been included in this research. After the analysis and interpretations of data, during the study of four batches of the Central Department of Education at Kirtipur, not even one student in each batch was found to have Dashanami. Only one participant was found in the fourth batch, zero in fifth and one in the sixth batch. It has been found that different causes. It was found that causing factors of participation of Dashanami students and they are: low populations, caste trend, economic situation, education situation of the family and geographical situation.
Analysis of errors made by learner’s in simplifying algebraic expression at secondary level
(Department of Mathematics Education, 2023) Subedi, Samjhana
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An Analysis of Student’s Error in Solving Verbal Problems
(Department of Mathematics Education, 2015) Acharya, Rajendra
A propose of this study was to study the patterns of errors committed by the grade X students on solving verbal problems in simultaneous linear equations. The objectives of this study were to analyze the errors on the basis of a recognized theoretical base and to recommend some remedial measures to minimize such errors in simultaneous linear equations. The sample in this study consisted of one hundred twenty-eight students.Mahankaleshwori HSS, Dhunibeshi English Boarding HSS and Bhuwaneshowri Secondary Schools were taken as a sample schools. This research was in survey in nature. This study was based on descriptive research design. Newman and Clements technique of error analysis were adopted as the theoretical base of this study. A test consisting of eight verbal problems from grade X Compulsory Mathematics were administered to the sample students to collect the required data. The collected answer sheets of the students were checked and errors on those were identified on the basis of Newman error analysis hierarchy. An interview with fifty students was taken to verify and explain the errors identified in the answer sheets and analyzed more errors hidden in the answer sheets. The identified errors were classified into seven categories as described by Newman and Clements then frequency of each type of errors were tabulated. From the tabulated data total percentage of each type of error were calculated. The seven categories of the errors were reading error, comprehension error, transformation error,process skill error, encoding error, motivation error and carelessness error. The study revealed that student had committed number of errors on solving verbal problems in simultaneous linear equations. The concentration of errors was seen on the transformation and encoding of the problem. The data show that student had felt difficulty in verbal problems. The implication that can be derived from this study is that the linguistic aspects of mathematics are all too often overlooked by the teachers and students.
Appreciative Inquiry and Mathematics Teaching
(Department of Mathematics Education, 2016) Basnet, Janak
This is a narrative study entitled "Appreciative inquiry and mathematics teaching". The objectives of this study were to find out the perception and practices of teachers on appreciative pedagogy as well as to explore the opportunities and challenges of appreciative pedagogy in mathematics classroom. My research site was Bhaktapur district as a student researcher. Focus group discussion, participants interview and classroom observation were the main tools of my study. I had purposively selected and interviewed 5 mathematics teachers and 20 students from different schools. The collected data was analyzed by descriptive method. From the study, I found that appreciative pedagogy based mathematics classrooms are more interdependently than independently and its contributed in mathematics learning and achieving learning achievement but structural changes in classroom environment, administrative authorities, and curriculum and evaluation methodologies are to be brought accordingly. The newly developed appreciative pedagogy focuses on students’ interests and their potential to learn the particular subject. This aims on finding out the positivity in students, enabling their past successes and conducting the learning activities for fostering the same. Hence this study tries to discuss about empowering mathematics learning through appreciative ways. Hence, Appreciative inquiry focused on making proper respect to student's need and interest upon mathematics learning, the knowledge they possess, the background successes and potentials and conducting learning activities in a similar way.
Attitude of basic level students towards Mathematics
(Department of Mathematics Education, 2016) Shreshtha, Krishna Kumar
This study aimed at finding out the attitude of basic level student's towards Mathematics and aimed at comparing the attitude of bays and girls students, toward mathematics. This study is survey design. The sample of the study consisted Eight basic level schools of Dhading district. All together 359 students were considered as the sample (182 Boys and 177 Girls students) through stratified sampling process. A set of questionnaire was developed as the tools for collecting data for the study. The questionnaire consisted of the F-S attitude scale which is classified in to confidence in mathematics, Usefulness Of mathematics, Mathematics as male Domain and Perception of students toward their math Teacher. The attitude of students measured in the rating as strongly agree, agree, neutral, disagree and strongly disagrees for each item that arranged in the Likert format. The analysis was based on the responses of the students. The collected data was tabulated and then analyzed by using statistical methods χ^2-test, t-test, and mean to find out the attitude of basic level students towards mathematics and comparison the attitudes between boys and girls students towards mathematics. The statistical analysis of the collected data yielded that the sample students had positive attitude towards mathematics. The boys and girls students had similar attitude towards mathematics.
Attitude of Blind Students Towards Mathematics and its Relationship with their Achievement in Lower Secondary Level at Amar Singh Higher Secondary School
(Faculty of Education, 2011) Bhurtyal, Drona Raj
The prime concern of this study is to explore on the topic of Attitude of Blind Students towards Mathematic and its Relationship with their Achievement in Lower Secondary Level at Amar Singh Higher Secondary School. For this following objectives were formulated: i) To determine the attitude of blind students towards mathematics. ii) To compare blind boys' and girls' attitude towards mathematics. iii) To compare mathematics achievement of blind boys and blind girls. iv) To determine the relationship between attitude and achievement in mathematics. For the study, the researcher made 53 questions at first. Pilot study was performed by taking students of Shree Janta Dhan Higher Secondary School of Baglung. Only 39 positive statements were selected for the final questionnaire. The attitude scale of students consisted the six area of attitude statements related to: i) Mathematics teaching ii) Place of mathematics in society iii) Teaching materials iv) Difficulty of learning v) Homework vi) Habit of the study of mathematics To achieve the objectives, 28 blind students of Amar Singh Higher Secondary School of Lower Secondary Level were taken. The attitude of students providing three category of rating scales were: a) agree b) neutral and c) disagree. The rating scores of these scales were 3, 2, 1 in favour of favourable, neutral and unfavourable response. For the students achievement in compulsory mathematics researcher used annual exam report of required students. The percentage, mean, standard deviation, Z-test and rank correlation test were used as statistical tools for the analysis of data. Based on the analysis and interpretation of the data the following results were found: i) Blind students had strong positive attitude towards mathematics. ii) There was no significant difference in the attitude of blind boys and blind girls. iii) The achievement of blind girls was better than the achievement of blind boys. iv) There was no correlation between attitude and achievement.
Attitude of Higher Secondary Management Students towards Business Mathematics
(Department of Mathematics Education, 2015) Parajuli, Deepak
This study focuses on the attitude of the boys and girls 10+2 students towards Business Mathematics. This is a survey type of study that attempts to describe the attitude level of student in Business Mathematics. Four 10+2 schools of Kathmandu district were randomly selected. One set of attitude test was administered to find out the attitudes level of students of selected 10+2 schools. And one set of questionnaire scale was prepared and distributed to the student to find out the attitudes. And also unstructured interviews were taken with Mathematic teacher from respective sample schools concerning towards these factors, related literature, theories, mathematics tools which are related to this study have been used to interpret and made reflection over the analyzed information t-test and 2 -value were used to interpret the result. This study shows that the attitude of 12 th students Business Mathematicsis found significant because of the statement constructed in the international research basis, interested syllabus focusing on daily life related chapter,teacher's interest toward this subject, few number of students, adequacy of rooms. But somewhere students are facing the problem because of not linking of the some chapter with lower graded. New policies, innovation regarding syllabus should be reformulated to fulfill the demand of time, learns, markets society and nation.
Attitude of Master Level Students towards ICT in Mathematics Education
(Department of Mathematics Education, 2018) Joshi, Amba Datt
This study is based on mixeddesignentitled“Attitude of Master Level Students TowardsICT in Mathematics Education.”The purpose of thisresearch isto findthe attitude of master level students towards ICT in mathematics education and tocompare the attitude between boy’s andgirl’sstudents towards ICT in mathematics education. The sample of the study consisted from Tribhuvan UniversityKirtipur, Kathmandu.The data were collected fromquestionnaireand interview.Altogether 100 students wereconsidered as the sample (85 boys and 15 girls) by random sampling strategy.For this, a set of questionnaire was developed as the tool.To collectthe data from interview guideline four students were selectedusingpurposive sampling method. The attitude of students measured in the five categories rating scale of Likert. The collected data was tabulated and analyzed by using SPSS software to get thevalue of statistics χ 2 -test, percentage, mean and standard deviationand t-testfor objective first and second respectively. The findings,mean value ofboy’sstudents is 301.18 andgirls students is54.18.In the comparisonof boys andgirl’sattitudet-valueof thestatements was6.31whichdoes not lie its tabulated value 1.96. So, alternate hypothesis is rejected. This shows that there is significance difference between the attitude ofboy’sstudents and girls students. The study concluded thatthere is a positive attitude towards ICT in mathematics education and significance difference between the attitude ofboy’s andgirl’sstudents towards ICT in mathematics education.It is also concludedthat there is well designed course, sufficient materials and equipment’s in ICT lab,effective learning activities, goodinternet access and evaluation system of ICT in mathematics education.
Attitude of Orphan Students in Mathematics and its Relationship with their Achievement of Kaski District
(Faculty of English Education, 2013) Adhikari, Pitambar
The prime concern of this study attempts to assess the attitude of secondary level orphan students especially grade IX, towards mathematics. The empirical data for this study was collected from the SOS Hermam Gminer School Gandaki, Balmandir Higher Secondary School, Step by Step H.S.S., M.A. H.S.S. of Kaski District. The sample of the study was all the orphan students of sampled Schools. A set of opinionaire named “A modified Fennema-Sherman Mathematics Attitude Scale” was the tools for collecting data for the study. The opinionaire consisted of three level of statements viz, personal Confidence about the Subject Matter, Usefulness of Subject Content and Subject is Perceived as a Male Domain. The opinionnaire consist of all total 32 statements and which was distributed among 30 Boys students and 21 Girls Students out of 51 Students. The data were analyzed by applying percentage, mean, and standard deviation and two-tailed t-test at 0.05 level of significance through MS Excel on Computer. Similarly Karl-Pearson’s product moment method was employed to compute correlation coefficient between attitude and achievement. This research has been represented five chapters. First chapter deals with introduction, background of the study, statements of problem, rational of the study, objective of the study, limitation of study and definition of related terms. Second chapter gives information about researches conducted in this area. Third chapter deals with the methodology, population of the study, study sites, sample of the study, data collection and analysis procedure. Fourth chapter includes analysis and interpretation of the data and final chapter includes summary with findings, conclusion and recommendations. The result of this study shows that there was a positive attitude of orphan students towards mathematics and there is significance difference between orphan boys and girls’ students' attitude toward mathematics. Also orphan boys’ achievement status is better than orphan girls in secondary school level compulsory mathematics and attitude and achievement are correlated to each other.
Attitude of Secondary Level Mathematics Teachers Towards Action Research
(Department of Mathematics Education, 2015) Gautam, Krishna Prasad
The main objective of this study was to find out the attitude of secondary level mathematics teachers towards action research in teaching learning activitiesin mathematics. Itwas also aimed to find the teachers' experience on action research. This is the descriptive survey type study. So, this seems quantitative as well as qualitative. To fulfill the objectives of the study corresponding hypothesis were formulated. Questionnaire and semi structured interview wereapplied to gathered the data for this study and collected data were analyzed by the theory of Bonner assumption. A set of questionnaire with 28 statements about action research and five questions for interview were developed as the tools. The questionnaire was distributed to 40 secondary level mathematics teacher of public school in Baglung District and five teachers were interviewed.The data collected from questionnaire were analyzed by usingt-test, arithmetic mean, standarddeviation and percentage in the basis of Bonner assumption. Thet-test was applied at 5% levelof significance and 39, (N-1) degree of freedom. The interviewed data were analyzed indescriptive waybased on respondents. After the analysis and interpretation of collected data, the researcher found that there was positive attitude of secondary level mathematics teacher towards action research in teaching learning activities in mathematics. Teacher experienced action research as important tools to solve classroom problem but they conduct action research only sometimes. Mainly teachers conduct action research when the administration makes it compulsory. The teacher-training program and workshop should be organized for effectiveness of action research.
Attitude of students and mathematics teachers towards statistics at secondary level
(Department of Mathematics Education, 2018) Nepal, Prem
The present study "attitude of students and mathematics teachers towards statistics at secondary level" is carried out to find out the attitude of students and teachers towards statistics and to find out the comparative attitude of boys and girls students as well as students and teachers towards statistics at secondary level. The study adopted the descriptive survey design. 240 students and 25 teachers of Ilam district were selected as the sample of respondents by random sampling method. Two sets of opinionnaire were developed as the tools for data collecting. One set was used for the students and the another for the teachers. Both sets of opinionnaires were consisted of five level of statements classified into receiving, responding, valuing, organization and characterization according to the affective domain of David Krathwohl. The reliability of the opinionnaires was predicted by test-retest method. The attitude scores of students and teachers were divided into five categories strongly disagree, disagree, undecided, agree and strongly agree for each item arranged in the likert scale. The obtained data was analyzed using percentage, mean, t-test and 2-test at 0.05 level. The result of the study showed that the students and mathematics teachers have positive attitude towards statistics, the boy and girl students do not have significant difference in attitude towards statistics, the students and mathematics teachers have a significant difference in attitude towards statistics at secondary level.
Attitude of Students of Different Occupational Parents towards Mathematics (A Study on Tanahun District)
(Faculty of Education, 2011) Shrestha, Anil
This study is mainly concerned to find out the attitude of secondary level students of different occupational parents towards mathematics. It is also aimed to compare the attitude of students according to their parent’s occupation and also the attitude of boys and girls towards mathematics. An opinionnaire “Fennema and Sherman mathematics scale” were used to collect the data for the study. The set of opinionnaire consists of 48 statements with four sub-scales: confident scale, usefulness scale, male domain scale and teachers’ perception scale each of which contain six positive and six negative attitude statement. The opinionnaire was distributed for 245 students of five schools: two private and three public schools. The schools were selected by stratified sampling method. Boy and girl students were grouped according to their parents’ occupation. Each student for study was selected by lottery method. The response received was scored by Likert’s five point scale. It was adopted with the value 5, 4, 3, 2 and 1 assigned for strongly agree, agree, neutral, disagree and strongly disagree respectively in each positive statement and 1, 2, 3, 4 and 5 for negative statement. Mean and percentage was used to determine the attitude of students of different occupational parents and also to find the attitude of boy and girl students of different occupational parents towards mathematics. Using ANNOVA table (f-test) was used to compare the attitude of students of different occupation of the parent and t-test was applied to compare the attitude of boys and girls. Both tests were applied at 0.05 level of significance. For the finalizing process, the study has been organized into five chapters. First chapter deals with background of the study, the role of home environment in learning mathematics, the world history of mathematics, different mathematical movement, historical development of mathematics in Nepal, meaning of attitude, statement of problem, objectives of study, statement of hypothesis, significant of study, delimitation of study and definition of terms. The second chapter contains information about the researcher conducted in the similar area. The third chapter deals with methodological aspect of the study, collection and arrangement of the data. Forth chapter contains analysis and interpretation of data. Fifth chapter contains the summary, finding and their recommendation of the study. At the end bibliography and appendix are incorporated. On the basis of analysis and interpretation of the data the following major findings were drawn: - All the students of different occupational parents have positive attitude towards mathematics. - Both the boys and girls have positive attitude towards mathematics. - Boy students of different occupational parents have similar attitude towards mathematics. - Girl students of different occupational parents have similar attitude towards mathematics. - There was no gender wise significant difference attitude score.
Attitude of Students towards present Optional Mathematics Course
(Department of Mathematics Education, 2019) Bist, Mahendra Kumar
The study entitled “Attitude of Students towards Present Optional Mathematics Course” aims to find out the attitude of students towards present optional mathematics course and to differentiate boys and girls students towards present optional mathematics with way improving positive attitude of students,in order to fulfill the objective of study.The researcher selected all secondary level students of academic year 2076 ofKailalidistrict as a population. Among them, 80 secondary schools, 30 schools were selected for sample using random sampling method. The data were collect from 237 students and interview were taken from five optional mathematics teachersto find way of making positive attitude. Survey is the research design of this study. The researcher used the data, questionnaire and interview as a tools to collect data. After thecollection data, the searcher analyzed and interpreted the data in the weighted mean, t- test and percentage form and presented them in table. The finding of the study show that there is positive attitude of students towards present optional mathematics course. There were significant differences between attitude of boys student and girls students towards present optional mathematics course at secondary level. The way of making positive attitude of students towards present optional mathematics course areteaching use daily life activities, give job opportunity, future opportunity, teaching learning connecting with historicalevidence, problem based teaching, teaching using discussion method, teaching multi- method and play method. So optional mathematics teachers are teaching to students using daily life activates, using students centered method, discussion method, inductive to deduction method learning connecting historical evidence, play method and future opportunity.
Attitude of Trained Teachers in Teaching Mathematics
(Department of Mathematics Education, 2017) Sah, Ajay Kumar
Thisstudy intended to find out the attitude of trainedteacherstowards teaching mathematics and relationship between attitude and classroom practices of trained teachers in teaching mathematics at grade V. This study has been done on trained teachers(who taught mathematics at grade V) taken as population for the source of data in order to obtained the attitude of trained teachers towardsteaching mathematics and relationship between attitude and classroom practices of trained teachers. The nature of this study was of survey type and based on quantitative data. The corresponding hypothesis was formulated for statisticsverification. The researcher collected the data about the attitude of teachers towards teaching mathematics taking 40 trained teachers as sample from Saptari district and collected the data about the relationship between attitude and classroom practicesof trained teachers inteaching mathematics taking only 15 trained teachers (who thought mathematics at grade V) by random sampling method. A set of questionnaire consisting 25 statements was developed as the data collection tools to collect required data for thefirst objectiveof thisstudy. The statements in questionnaire were related to trained teachers attitude towards teaching mathematics. A set of opinionnaire consisting 15 statements was developed as the data collection tools to collect required data forthe second objective ofthe study and class observation form wasother data collecting tool for second objective. The response of teachers was measured with Likert's five point scale allotting scores 5,4,3,2 and 1 to scale in favors of strongly agree, agree, neutral, disagree and strongly disagree respectively for the opinion of respondent on each statement.The collected data were edited and tabulated with finding attitude score of primary teachers, number of teacher who responds in each category. Then the χ was used to determine the attitude of trained teacherstowards teaching mathematics at the 0.05 level of significance and percentage was used to determine the relationship between attitude and classroom practice of trained teachers in teaching mathematics at grade V. The major finding and conclusionof the study were summarized asbellow:  There was positive attitude of trained teacherstowards teaching mathematics at grade V.  The attitude of trained teachers towards teaching mathematics does not match with theirclassroom practices. So, the relationship between attitude and classroom practices of trained teachers in teaching mathematics was moderate. 2 -test