Mathematics Education

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

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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.
Basic Mathematical Concept Practiced by Sherpa Community
(Department of Mathematics Education, 2021) Phuyal, Ananta Kumar
This study focused on the identification of mathematical concept and numeral system practiced by Sherpa community. The design of the study is qualitative nature and the approach of the study is ethnographic. The Soludhudhkunda municipality wads no 1, Solukhumbu district is taken as the field of the research and ten Sherpa people (1 teacher 1student and 8 illiterate people) were selected by the snowball sampling method. This study concerned on the numeral system, measurement system, and geometrical concepts practiced by Sherpa community. The tools adapted for the collection of data are interview, observation and photographs. Sherpa people mostly use their own counting system of Numerations which is practiced from long period of time. Their numeration system is based on 20. They did simple mathematical operations orally but large number of problems could not be solved by illiterate persons. Sherpa people used different measurement system such as bitta, inch and hatt for length measurement, kosh for long distance measurement, tulo for weight measurement etc. On the other hands, they have no any concept of geometry but they prefer to construct and use geometrical objects to make their life easy. Thus, there is the knowledge gap between traditional and modern approach of measurement system and geometrical concept but similar practices are found still among the illiterate groups.
Challengs of mathematics teachers in teaching culturally diverse calssroom
(Department of Mathematics Educaion, 2023) Pokhrel, Ganesh
The present study entitled “Challenges of mathematics teachers in teaching culturally diverse classroom" has main objectives to identify the challenges faced by mathematics teachers in culturally diverse classroom and to explore the ways to address the challenges they use to deal with them. The design of this study was qualitative with an ethnography approach. The data were collected by using semi-structured interview guideline and classroom observation form. The total sample were four mathematics teachers from primary level of Rupandehi district. I adopted non-random convenience sampling procedures. I analyzed and interpreted the collected data from descriptive point of view. It was found that mathematics teacher have faced different challenges in culturally diverse classroom and they are: lack of student active participants in learning mathematics, use the medium of instruction, mixed ability class, lack of teacher skill in information communication and technology (ICT) and individual awareness and discipline of students. To address this challenges teacher need to use some effective strategies like use of mixed language as medium of instruction, teach with well-planned lesson, create student centered environment, use of information communication and technology, develop rapport, use teaching learning materials, implementation of collaborative learning and using culturally relevant pedagogy for mathematics teaching. Finally, this study suggested that teacher service Commission (TSC )needs to the recommendation by the checking about teacher and students language/ culture status. Moreover, this study suggested implication related to pedagogical and policy. Provence/Local level can conduct training about teacher language and other related culture problem by the collaboration with belongs to school.
Effectiveness of Geogebra in Teaching Circle at Grade X: A Quasi- Experimental Study
(Department of Management, 2023) Devkota, Saroj
This study entitled “Effectiveness of GeoGebra in Teaching Circles at Grade X: A Quasi-Experimental Study”. The purpose of this study was to investigate effectiveness of GeoGebra in teaching Circles at grade X and to explore the perception of students in teaching Circles by using GeoGebra software. The effectiveness was measured by comparing the achievement of the students taught by using GeoGebra software and without using GeoGebra software in virtual learning environment out of 28/25 students. The research was based on constructivist view of learning and the design of this study was quasi-experimental design. To gain the motto of this study the researcher adopted pre-test and post-test non-equivalent control group design. Researcher used experimental design and selected two schools from the Makawanpur District. The researcher chose grade X, 28 students of Shree Sharada Secondary School, Makawanpur as the experimental group and 25 students of Shree Janak Secondary School, Makawanpur as the Control group. For the data collection researcher used Mathematics achievement test and questionnaire. The collected data were analyzed by using mean, standard deviation and t-test for quantitative data and for qualitative data descriptive and analytic methods were used. The findings of this research showed that there is significant difference between the achievement of students taught by using GeoGebra software and conventional method of teaching mathematics in virtual learning environment. GeoGebra increase the participation of students in teaching and learning activities. Students were very excited for learning mathematics by using GeoGebra software. GeoGebra was very useful for visualization of mathematics and supportive to the students in revision. GeoGebra software is very useful and helpful in teaching ix learning. The conclusion of this research is that the GeoGebra software needs to use at secondary level for meaningful and effective mathematics teaching learning in virtual learning environment. The result of this study indicated that students in the experimental group have better achievement then control group. In addition, a five point Likert type of scale was used to elicit student’s perception on the use of GeoGebra. Result of the questionnaire responses indicates a positive perception of using GeoGebra in Mathematics learning.
Effectiveness of geogebra in Teaching Learning geometry At Secondary Level
(Faculty of Education, 2021) Shah, Sunil Kumar
This is the study entitled"Effectiveness of GeoGebra inTeaching Geometry at Secondary Level"has beencarried out to find out the effect of GeoGebra in teaching geometry and to explore the student attitude about GeoGebra.Researcher selected conviencesampling and selectedthe two schools.This researchhasconducted by using quantative method focused onlyexperimental research design.The use of technology in the pedagogical process is growing at a phenomenal rate due to the vast availability of gadgets. As a result, educationists see the urgent need for integrating technology in students’ mathematical activities. Therefore, the purpose of this pre-test post-test experimental study was to investigate students understanding in learning geometry using GeoGebra. Grade ten, fifty-seven students from two different two school are in the same classes participatedin this study with one class assigned as the experimental group and the other as the control group. The researcher used achievement tool and questionnaires to collect the data. Finding of this study showed a significant difference existed in the mean scores between these two groups. The result indicated that students in the experimental group outperformed those in the control group. In addition, a questionnaires instrument had used to find the student perception about the GeoGebra. Result show student has positive attitude about GeoGebra. Analysis of the questionnaire responses indicated a positive overall perception about GeoGebra in learning geometry.Finally, the research work proved the GeoGebra is the effective tool teaching geometry.
An error analysis in solving word problems in algebra at the secondary level
(Department of Mathematics Education, 2022) Dahal, Milan
This study is entitled “An error analysis in solving word problems in algebra at secondary level”. The main aims of the study were to identify the errors done by students in solving word problems in algebra of mathematics at the secondary level and to identify the leading factors that affect solving word problems in mathematics at the secondary level. Here the present study was concerned with error analysis. This is a quantitative and descriptive survey design research. The sample of this study consisted of 30 students of Bhanubhakta H.S.S and Gyanodaya H.S.S studying at grade X as well as SEE students and the principal for interview. The paper pencil test paper was prepared with the help of an authentic book of grade X. After that, the test was administrated to the sample of students by the researcher himself. After the Newman procedure of interview was administrated in the selected sample and then a depth interview was taken to find out the causes of error. The study revealed that students had committed several errors in solving the word problems in algebra. The study showed that the maximum error was committed in comprehension (30.7%) and the least was committed in Process skill error (15.3%). There were many factors such as, lack of basic conceptual knowledge in algebra, language problems, less practice in word problems, the attitude of students towards algebra, teacher's qualification and performance, lack of practice, mixed-up rules, etc were responsible causes of errors made.
Factors affecting achivements of sunuwa students in mahmatics (A case study in Rasnalu,Ramechhap district)
(Department of Education, 2016) Shrestha, Suresh Kumar
The main concern of this study is to explore the '' factors Affecting Achievement of Sunuwar students in mathematics'' in Rashnalu, Ramechhap district. The objectives of this study were to find out the achievement of Sunuwar students in mathematics as well as the factors affecting achievement of Sunuwar students in mathematics. For the study, 20 Sunuwar students were selected from the case school ' Shree Gokul Ganga Higher Secondary School, Rashnalu-4 in Ramechhap. The students wereselected from primary, lower secondary and secondary level. Head teacher, subject teacher and parents of the students were also taken for the study. Class room observation and interview were the main tools for the collection of data. In the case school there were 213 Sunuwar students studying in academic year 2072 among 456 students which is about 47% of the total students. To compare Sunuwar students' achievement in mathematics with other students, mark ledger was used as the means of secondary data. The factors affecting achievement of Sunuwar students in mathematics were considered as home related factors, school related factors, students related factors, language, poor economic condition, family size, environment at home, literacy of parents, workload at home, traditional cultures, lack of motivation, lack of use of modern instructional technology at school while teaching, cost of education, lack of parents interaction, lack of periodically internal assessment, being absent on school day and distance of school from home. According to above findings the required suggestions are allocated to be considered. To overcome from these problems the related school members and its affected community should avoid the habit or culture of discriminating by caste to each other. It is suggested that the primary education should be provided in mother language. The illiteracy rate and poverty must be decreased at zero level. The modern instructional technology should be used by the teachers to makethe learning meaningful and to make the achievement of mathematics better in the future by the all types of students. The triangular relation of teacher, students and parents must be good in school as well as in the school.
Gender Issues in Mathematics at Secondary Level
(Department of Mathematics Education, 2021) Magar, Himkala Rana
The main concern or area of this study was “Gender issues in mathematics: A case study”. The objectives of the study were to explore the problem of gender issues in mathematics and also explore the behavior of mathematics teacher toward students. The descriptive case study approach was adopted to conduct the study under the qualitative research design. This study was bounded only in Arghakhanchi district and also this study was based only on Shree Pawar Secondary School, Sitganga Municipality 14, Arghakhanchi. In-depth interview, classroom observation were used as tools for data collection. This study was conducted with the four mathematics students as case study and also two mathematics teachers. The researcher observed classroom for 4 days and interviewed with related students, mathematics teachers. Collected information were analyzed and interpreted with the help of empirical and theoretical review. This study that, Girls and boys are biologically different but their roles, status, position, responsibility are somewhat the same. In our male domain society, there is a different way to see the female from the point of view of mathematics education. There is a belief that female is not able to grasp technical subjects such as mathematics science and therefore is unable to teach. While interacting with male and female teachers and male and female students at secondary level. And summing up their view. This subject to male domain in the society. As our Nepali society is rooted in male oriented society, no matter how many children are equal, they do not seem to be equal in behavior. Due to the mentality that the daughter has to do the housework, there is less time to study as she has to do the housework, so there is less focus on reading but in school, boys and girls were treated equally. It was found that the teachers helped the students with the ix idea that the girls should go further. Despite the same treatment in the school, the achievement of the girls was found to be less than that of the boys. Our country Nepal is male oriented country. Sons are given priority over daughters the daughter sending to government school and sons to private schools is still not over. In this study, I concluded that there are main factors which are gender issues in mathematics at secondary level students such as behavior of teachers, achievement of students in mathematics, educational system, poor management, interest of learner in mathematics, educational environment at school and home and time schedule etc.
Mathematical Conceptspracticed by Terai Farmers
(Department of Mathematics Education, 2020) Yadav, Sanjeet Kumar
The major focus on this study was to explore the “Mathematical Concepts Practiced ByTerai Farmers”. The main objectives of this study were to find out the mathematical concept used by farmers in their artifact and to analyze the mathematical concept practiced by farmers with respect to socio-cultural context. The design of the study was qualitative in nature and ethnography was the approach of the study. I selected my own area Dhangadhimai-04 of Siraha district for research field. Ten farmers were the sample of this study, in which six farmers were uneducated and four farmers were literate or able to read and write. These all farmers were selected by the purposive sampling. I used the interview, observation and photographs as data collection tools and tried to find out the real field data. The collected data were analyzed with the help of Vygotskiantheory. After analysis and interpretation of data, I found arithmetic concepts and geometrical concepts which was used by farmer in their daily life activities and farming such as concepts of percentage, profit, loss, add, subtract, multiply, divide, circle, angle, square, parallel line ,perpendicular line, cone, hexagon, cylinder, curve diameter and so on. Some literate farmers used formal way of additional and subtraction but rests were using alternative ways. They used hands and fingers unit Bitta, Haat. They used Kosh to measure long distance. Farmers achieved the mathematical concepts from different ways such as; from observing their guardians and neighbors using experience and practices, reflections and interacting art and individual creativity, to consult other farmers. Also they got mathematical concepts as a farmer, as a sales man, as a learner and as a teacher.
Motivating Factors in Learning Mathematics
(Faculty of Education, 2021) Panth, Manju
The main purpose of this research was to find out the motivating factors of learning mathematics and the strategies taken by the teacher to motivate the students for learning mathematics. The research design of the study was qualitative. The research was conducted at Shree Samundra Secondary School, Nuwakot. The sample of this study were 3 students, 1 head teacher, and 2 mathematics teachers altogether six persons were sample of this study. These sample were selected through purposive sampling methods. The tools used in the data collection procedure were interview and classroom observation techniques. Data were analyzed and interpreted by coding, categorizing, and thematizing. Then, it was found that interest of subject matter, good classroom environment, ,innovative teaching method, good behavior of teachers, peer group, appropriate home work, and good home environment were the main motivating factors for learning mathematics. In addition, teaching mathematics using ICT tools, teaching mathematics by using constructivism, teaching mathematics using different games, and teaching mathematics linking with students daily life context were the main strategies use by the teacher to motivate the students for better learning mathematics.
Problems faced by Newar children in learning Mathematics at Primary level"
(Department of Mathematics Education, 2016) Shrestha, Mahendra Lal
This study is about “Problems Faced By Newar Children in Learning Mathematics at Primary Level”. This research is qualitative in design with an ethnographic approach. Classroom observation and interview with the students as well as teachers were used tools to collect data. Besides these, unstructured interview of selected students, teachers and parents were also used to analyze the problem. On the basis of reviewed literature and different concepts of theories, such as cultural differences and discontinuity theory, constructivism and its different aspects were used as indicators to analyze the collected information of the study. It was found that the home and the school environment of Newar students is not suitable for mathematics learning. There are linguistic problems in 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 teachers and Newar students in mathematics learning in classroom.
Promoting Continuous Assessment System In he Mathematics Classroom
(Department of Mathematics Education, 2021) Thapa, Lokesh
The present research entitled“Promoting Continuous Assessment System in Mathematics Classroom” to explore the challenges and opportunities of continuous assessment system in mathematics education and to uncover the ways to make continuous assessment system student friendly. This study is conducted in Kathmandu district. In order to achieve the objectives, a school Janasewa Higher Secondary School and Central Department of TU were visited to conduct the study.Narrative inquiry approach among qualitative research design method was adopted for this study. The data were collected through interviews.Five mathematics teachers were selected as the purpose of the study intends. The collected data were analyzed and interpreted by different themes based on conceptual framework and generated the different codes according to the response of participants. The above study concludes that continuous student assessment is used more in the present than in the past. Continuous student assessment, if applied in the classroom, can make a positive difference in a student's learning. At present, despite the need to use continuous student assessment, it has been found that teachers do not use it as it is a hassle to use it.It was understood that proper physical infrastructure,financial condition of the school and time would be required for continuous evaluation. Similarly, the teacher needs the same kind of energy and vigilance.If it can be used, the learning achievement of the students will be better and the shortcomings in the students can be identified in time and necessary advice can be given to improve the learning in mathematics classroom. Also positive guidance can be given. For the conceptual development of mathematical abstract subjects, the learning is being more effective.But at a time when the world is being attacked byCOVID-19, even the schools could not remain untouched by this problem, due to which even the schools are not open continuously. There is a situation that cannot bed one but in fact, continuous assessment is very important for students, teachers and parents in the school.
Van Hiele Levels and Achievement in Secondary School Geometry
(Faculty of Education, 2021) Ray, Sanjit Kumar
Prerre Van Hiele and Dina Van Hiele-Geldot developed a model of thinking geometry in late 1950's. The model is applied for identifying the student’s level of thinking, designing the instruction for their particular stage and assists them to advance to the next level. A survey study was designed and carried out by the researcher to explore the secondary level students. Students Van Hiele level and its relationship examination of mathematics. Five schools were selected from sarlahi district of Nepal by using simple random sampling method 150 students of grade x and 5 mathematics teacher from the selected schools participated in this study. Adapted version of Van Hiele geometry test (VGHT) was used as a main toll for the data collection. Students are assigned different Van Hiel levels according to their performance on VGHT. Likewise second tool was school examination in mathematics (SEM) which was meant to be constructed. Administered and scored by the teachers of the respective school. Thus student’s achievement in mathematics was obtained from school’s archival record. Furthermore, an interview schedule for teacher was developed to get their reflection about the VHGT. Students performance on VHGT was analyzed and they are assigned various Van Hiele level mainly according to Usiskin (1982) "3 out of 5" modified Van Hiele level determination scheme. The result form this study indicated that many of students who participated in the research have a weak conceptual understanding of geometric concepts. 47.33%, 22%, 20%, and 10% of the total students were at the level 0 (Pre-cognition) level 1 (visual), level 2 (analysis) and level 3 (informal deduction) respectively. No students were found to be thinking at level 4 (Rigor) The scores obtained by students on VHGT and SEM were correlated and correlation coefficient was found to be r =0.87. The result indicated that there was a significant strong positive correlation between the advancement of the Van Hiele's level of understanding geometry and achievement in geometry. Also mathematics teacher form those participating schools expressed their unfamiliarity with Van Hiele theory. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The hierarchical nature of the Van Hiele's model has significant implication for teaching geometry. It is suggested that educators responsible for teaching geometry. It is professional in charge of teacher training programs incorporate the principle upon which the Van Hieles model is based into instructional and curricular design. The finding of this study also highlight the necessity of aligning geometry syllabus and geometry instruction with the Van Hiele levels of geometric thinking as well as the use appropriate and correct language in geometry teaching and problem solving.

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