Mathematics Education

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https://hdl.handle.net/20.500.14540/64

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Browsing Mathematics Education by TU Affiliated Institute "Sukuna Multiple Campus, Morang"

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    Effectiveness of Van Hiele Approach in Geometry Teaching at Secondary Level
    (Faculty of Education, 2011) Dangal, Hari Prasad
    We have seen that most of the students of secondary level afraid of geometry;on a result the number of students taking Mathematics getting down. Many of the studies show that the hardness of geometry can be reduced and teaching and learning can be made easier by using different kind of approaches. In this research the researcher tries to examine the effectiveness of Van-Hiele's approach in geometry teaching at secondary level. This study was an experimental in nature on the basis of design pre test-post test non equivalent groups which was conducted for grade X. There were 38 students and they were divided into non-equivalent groups with the help of pre-requisite test and also the final result of 2067. The two groups were made homogeneous as far as possible. The two groups were experimental group and control group. The experimental group was taught by using Van-Hiele's approach and control group was taught by usual method. The duration of experimental class taken was eight days. After taking experimental class, the post test of all 38 students was taken and the result of the post test was analysed by finding out mean and standard deviation and using Z-test and T-test at 0.05 level of significance and found that Van-Hiele's approach in geometry teaching seems more effective than usual method.
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    Factors Associated with under-Achievement in Mathematics at SLC Examination
    (Faculty of Mathematics Education, 2015) Bhattarai, Durbasha
    This study was carried out the root cause of under-achievement in mathematics at SLC examination. Although mathematics has been given an important place in Curricula of all levels of school education, most students' under-achievement in this subject at SLC examination, the investigator undertook this particular study for the purpose to find out the root cause of under-achievement in mathematics at SLC examination. The main objectives of this study was to indentify the cause of under-achievement in mathematics in SLC examination and to identify the ways to minimized the rate of under-achievement in mathematics in SLC examination. The study was based on descriptive survey design. All the mathematics teachers and students who were teaching and studing mathematics in public secondary schools of Khotang district. There are 25 teachers and 80 students were sample population of the study. Mathematics teachers are taken from TPD training programme who were organized by NCED. In order to develop the tools for the study, the researcher first studied the school mathematics curriculum and textbook prescribed for secondary level. Then he developed the questionnaire to be distributed secondary level students, mathematics teachers and head teacher for assessing the various aspects of factors of under-achievement in mathematics at SLC examination. The developed questionnaire were distributed to 25 randomly selected secondary schools teacher and the same questionnaires were distributed to 80 randomly selected students. Students' performance is low in classes because of lack of teaching materials and drill practice. Similarly, the subject teachers don't check homework and classwork regularly. There was no proper management of subject teacher lack of checking homework as well as class works in the class. no proper educational environment of the students house and school. Large number of questions are in the examination while teaching, teachers focus only on the limited number of talented students. The finding of this study will be helpful for policy makers, stakeholders, authors and management committee of the institutions to carry out the policy towards better achievement of the students in mathematics at SLC exam. The Ministry of Education should review the curriculum to make it relevant and flexible to the diverse needs of different regions and background of the students. The researcher's conclusions can be used in practice to uplift the academic status of the students in every education institution. Since it is found that the mathematics achievement of under-achievement student are more affected by school environment, effective classroom teaching time variables and low affected by physical facilities and interest of learner. The study of this kind should be conducted at all levels of schools and in other subjects as well.  
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    Impact of Parents' Occupation on Mathematical Achievement of their S.L.C. Pass Students
    (Faculty of Mathematics Education, 2015) Bastola, Ghanshyam
    The prime concern of this study is to determine the impact of parents' occupation on mathematical achievement of S.L.C. Pass Students. The efforts of the subject teacher, the school climate and the school management is insufficient to achieve higher level of performance; there can be many factors like Parents' occupation, environment at home and society, policy of the nation, awareness of education and job prospects of educated students, etc. affect the achievement. Here the researcher has chosen 'Parents' occupation' as one of the major factors of the students' achievement in mathematics as a subject and tried to answer the following questions: 1. Does the Mathematical achievement of S.L.C. students differ by their parents' occupation? 2. Does the Mathematical achievement of S.L.C. students in Private and Community school differ by their parents' occupation? The population of the study consisted of 103 S.L.C. 2069 pass-out students from both private and community schools, in which 66 from a private school and 37 from community school. The researcher has categorized the sample parents according to their occupation into four groups as Job-holders, Businessmen, Foreign workers and Low-income respectively. This research is based on case study design. Three sets of questionnaire based on the research topics was prepared and an interview was taken with available parents and students. The necessary secondary data were taken from the school records. After coding, decoding and triangulating, the available data were tabulated and analyzed with the help of statistical tools - ANOVA and t-test at 5% level of confidence. After the detailed analysis and interpretation of data, the following results were found. Achievement of mathematics students varied by their parents' occupation. Students whose parents were in business, job-holding, foreign employment and in low paying jobs achieved mathematical skill and knowledge in the descending order. Students from privately owned schools scored higher in mathematics than from government-funded community schools. The difference in achievement is less significant among students from business, job holder or foreign employment background. Students who enjoyed more sharing and caring and who were provided with more material support achieved higher, irrespective of their occupational background. This research would be fruitful to government, policy makers, stake-holders, parents, school management and subject teacher to increase academic quality and mathematics performance.  
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    Mathematics Teaching-Learner Practices in Gramin Namuna Schools (A Case Study)
    (Faculty of Mathematics Education, 2015) Niroula, Ram Prasad
    This thesis entitled Mathematics Teaching-Learner Practices in Gramin Namuna Schools (A Case Study) is intended to discover the learning of mathematics in the model school in Dhankuta district of Nepal. In specific, this study attempts to describe the learning environment for mathematics, to analyze to teacher's and students' activities in the classroom, to identify the instructional strategies promote for the mathematics, to investigate the additional support for low performers and to find out whether the school once announced Namuna is still meeting its criteria. This qualitative study is descriptive in nature. To complete this study Gramin Janta Higher secondary school, Namje was choosen. The respondents of the study were 30 students, their parents, mathematics teachers and head teacher of the same school. To collect the data, the researcher has spent two weeks in this school area and observed the classes, conducted interview with the related stake holders and studied the documents from school related to the study. The collected information /data were analyzed using the frame work and interpreted school. Mathematics teaching-learning practices is not only depends upon the subject teacher, students parents and environment but also school education system and common practices on standard maintained book. In this Namuna School the student teacher ratio is 1:38. There are experienced head-teacher, qualified teachers and conscious parents. Teachers mainly use lecture cum practice method without lesson plane extra books for practice as well. There is a provision of extra classes for low performers. Parents involvement in learning is appreciable. Mathematics teachers provide more emphasizes to class work and homework. In spite of this well management, good physical facilities, pass percentage are decreasing condition.