Browsing by Subject "Mathematics classroom"
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Item Availability of ICT Tools in Mathematics Classroom: A Case Study(Department of Mathematics Education, 2023) Bishwokarma, RajanAvailable With Full TextItem Availabiliy of ICT tools in mathematics classroom: A case study(Department of Mahematics Education, 2023) BIshwokarma, RajanThis study focuses on the"Availability of ICT Tools in Mathematics Classroom: A Case Study ".The main objectives of this study were to find out the status of the use of ICT in Mathematics classes at Dhading District and to find out the opportunities and challenges to practice ICT at secondary level mathematics teachers and students. This study was based on qualitative Research design. This studywas conducted with a sample of one school from the public selected bypurposive sampling.The Researcher has selected one head teacher,two mathematics teachers and four studentsof Shree Palpa samari bhanjyang School. Researcher used direct interviews with students, the head teacher, and the math teacher.Researcher observed classroom two times on different days during teaching- learning activities. The collected information from teachers and students was analyzed with the help of the theoretical and conceptual framework developed bythe researcher. The finding of the study shows the development of innovative technologies for teaching learning activities, the government schools of Nepal were trying to implement ICT integration into schools. The school has its computer lab and other ICT infrastructures available at school. The available tools and devices were not sufficientbecause of excessive number of student.Mathematics teachers were using technologies for teaching mathematics interactively. This study shows that several challenges and opportunities to utility ICT in mathematics. ICT integration in Mathematics-education has a positive impact on both the teaching and learning process. The study was conducted to determinethe impediments to the integration ofICT in Mathematics. There are some barriers to integrating ICT in teaching and learning mathematics in various branches of mathematics. viii Major education implications of the study are school administration should givemore concentration to buildICT infrastructures and motivate teachers to integrate technologies in their classroom activities.Government schools should try to coordinate with different governmental non-governmental organizations to develop their ICTs capacity in school.Mathematics teachersalsoshould improve their teaching-learning practice emphasized on group discussion and child-friendly teaching-learning instead of lecture methods.Students should know about there are various opportunities to learn besides the classroom activities.Item Child-Friendly Learning Environment: Practice in Mathematics Classroom(Department of Mathematics Education, 2020) Bhandari, Tank PrasadThis study was carried out with the objectives to analyze the existing mathematics classroom practice through child-friendly perspective and analyze teacher’s perception towards child-friendly learning environment in mathematics classroom practices. This study used qualitative research design and case study approach where two mathematics teachers and twelve students of class eight of two different schools has been selected through purposive sampling procedure. Data collection procedure was carried out through in-depth interview, observation and focus group discussion. Data were analyzed inductively so as to use the results of the analysis on basis for subsequent data collection. From this study, it was found that existing mathematics classroom practice could not be conduct on demand of child- friendly environment. Theoretically, teachers have knowledge about child-friendly environment in mathematics classroom practices which concern student centered classroom practice and learning environment but unfortunately, it was not being implemented well in the actual mathematics classroom. This research study has analyze the teacher's perception towards child-friendly learning environment in mathematics classroom such as physical facility and healthy environment, inclusiveness, learner centered pedagogy, establish equity and social justice, conducting cooperative and collaborative learning, gender sensitiveness and community involvement in mathematics classroom. All of these above factors in mathematics classroom practice little reach on the provision of child friendly learning environment in mathematics classroom practices. A noticeable observation there would be several factors in classroom where as the findings of this study will contribute to the knowledge based on the management of child-friendly learning environment in schools and may also inform policy maker.Item Exploring students perception of equity in mathematics classroom(Department of Mathematics Education, 2022) Kandel, MaheshThis 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.Item Exploring Yadav Students Activities in Mathematics Classroom(Department of mathematics Education, 2016) Ray, BishwanathThis is a case study which was entitled the 'Exploring Yadav students activities in mathematics classroom'. The main objectives of this research were to analyze the activities of yadav students at mathematics classroom and to explore the way of interaction in mathematics classroom. To fulfill this purpose, the researcher selected two school of Khoriya and Sunderpur VDC of Sarlahi district. The sample of six students were selected including one girl and two boys from each of the school and the math teacher, head teacher and parents were also taken for the data collection purposively. The data from observation were consisted with detailed description of yadav students activities, such as homework, classwork, interaction with peers and teachers. While discussing about the tools, the researcher used observations form and indepth interview schedule to collect the data for the research. For interview, the selected questions were asked for data collections. After the collection of data the researcher used descriptive method for data analysis. Since the research is in qualitative in nature, the descriptive method in must. The researcher analyzed, described and interpreted the response of each as every students, teachers and parts to come to the conclusion. Finally, after all the researcher came to the findings that comparatively participation of yadav students were less than other students in discussion, homework, class work and some others. They were also irregular than other due to less cared by their guardians and weak economic status. The researcher also found that the students under the study were found to be less participating in the discussion, they were found mostly without their homework, less interacting with their peers and mostly they were neglected in group discussions which were also the cause of low achievement in mathematics.Item Girls Engagement in Master-Level Mathematics Classroom(Department of Mathematics Education, 2023) Bhusal, BishnuThis study focused on girls’ engagement in master-level mathematics classrooms. The main objectives of this research are to explore girls’ engagement in mathematics learning in the classroom and to explore strategies for promoting girls’ engagement in mathematics learning in the classroom. This study was based on a qualitative research design with a narrative inquiry. Four girls and two female mathematics teachers were selected as sample by the purposive sampling method. Department of mathematics education Tribhuvan University Kirtipur was my study site. Class observation and an interview schedule were the data collection tools of my research. The data were analyzed through coded, categorized, and making themes using of Thomas a general inductive approach. It was found that girls' engagement in mathematics classes was low. This study found that attention should be to various things(Attendance, interaction with the teacher, interaction with peers, doing class work, Use of ICT tools, interaction in groups,doing assignments, and involvement in extra-curricular activities, ) to increase girls’ engagement in the mathematics classroom. Encourage girls to study mathematics by answering questions without discouragement, creating a girls-friendly environment for group work, implementing equitable pedagogy,parents emphasis should be give opportunity for girls learn to mathematics at home,and attention to teacher behavior toward girl students learning mathematics in the classroom.Item Girls' engagement in master-level mathematics classroom(Department of Mahematics Education, 2023) Bhusal, BishnuThis study focused on girls’ engagement in master-level mathematics classrooms. The main objectives of this research are to exploregirls’ engagement in mathematics learning in the classroom and to explore strategies for promoting girls’ engagement in mathematics learning in the classroom. This study was based on a qualitative research design with a narrative inquiry. Four girls and two female mathematics teachers were selected as sample by the purposive sampling method. Department of mathematics education Tribhuvan University Kirtipur was my study site. Class observation and an interview schedule were the data collection tools of my research. The data were analyzed through coded, categorized, and making themes using of Thomas a general inductive approach. It wasfound that girls' engagement in mathematics classes was low. This study found that attention should be to various things (Attendance, interaction with the teacher, interaction with peers, doing class work, Use of ICT tools, interaction in groups, doing assignments, and involvement in extra-curricular activities, ) to increase girls’ engagement in the mathematics classroom. Encourage girls to study mathematics by answering questions without discouragement, creating a girls-friendly environment for group work, implementing equitable pedagogy,parentsemphasis should be give opportunity for girls learn to mathematics at home, and attention to teacher behavior toward girl students learning mathematics in the classroom.Item Inclusive mathematics classroom practices: An interpretive inquiry(Department of Mathematics Education, 2023) Bista, MunaThe main concern of my study was on Inclusive Mathematics Classroom Practices: An Interpretive Inquiry’. The objectives were to explore the experiences of teachers and students in the practice of inclusive mathematics education, explore the challenges faced by them, and investigate the coping strategies to address the challenges faced by mathematics teachers and students in inclusive practices. The study employed a qualitative ethnographic research approach. I used the interpretive inquiry of ethnographic design. I used a purposive sampling technique and conducted an in-depth interview with four mathematics teachers, including two head teachers. Observation was carried out in the mathematics teachers‘ classes, and a focus group was formed with ten students from different ethnic backgrounds. I used data analysis procedures by Braun & Clarke (2006). At first I comprehended the data and generated initial codes. Then I extended and reviewed it with a side-by-side definition and development of the theme. At last I finalised the report on those themes. It was concluded that mathematics teachers are practising teacher-centred teaching methods with less collaborative teaching-learning activities. Moreover, from the administrative side, they employ poor or insufficient motivation and support for inclusive practices in mathematics classrooms. Similarly, there are other challenges like discrimination among students, time allocation for course completion, insufficient teacher training, teachers with minimum and lower-level academic degrees, irregularity of students in class, migration, and dropout. However, alternative strategic adaptations like student-centred teaching methods, students‘ motivation, appropriate teaching materials, a logical teacher-student ratio, trained teachers, necessary physical facilities, and supports have vi been practised to overcome challenges faced by teachers and students in an inclusive mathematics classroom.Item Learning difficulties in verbal problems of algebra for grade eight students(Department of Mathematics Education, 2022) Awasthi, PoojaThe main focus of the study was to explore learning difficulties in the verbal problem of algebra for grade eight students. The objectives of the study were to explore student’s difficulties in learning algebra word problems and to find out learning strategies of teachers to teach algebraic equations of verbal problems. To fulfill these objectives the study has listed research questions: What are the difficulties in solving algebraic verbal problems in grade eight? What kind of difficulties students feel in solving algebraic verbal problems? And how do teachers teach algebraic equations of verbal problems? To investigate these research questions, I selected qualitative research design with a case study approach. The study sites of the research were darchula public school, Asian academy school, Mahendra higher secondary school and secondary school dhap of darchula district. The participants of the study were one mathematics teacher and two students from each school. I utilized a purposive sampling method to select participants and observe the classroom as well as conduct interviews with achievement test questions of students for data collection. The collected data were analyzed with help of Newman’s Error theory and reviewed literature. The main finding of research was reasons for students to out week in algebra,they failed to understand. Students lack an appropriate choice of equation and incorrect use of sign symbols. Students made a lot of mistakes in arithmetic operations. Students have lack of pre knowledge and lack of interaction with math teachers because there were a large number of students in a single class. Students could not have interest in mathematics because they had no one to guide them at home. The teacher was known about lesson plan,use of materials and use of method but was unable to practice it in real environment.Item Maintaining Equity: A Cultural Diversity in Mathematics Classsroom(Department of Mathematics Education, 2019) Dhakal, BikramAvailable with full textItem Practices of ICTs in Mathematics classroom: opportunities and challenges(Department of Mahematics Education, 2023) Sah, Ranadhir KumarMy research was entitled "Practices of ICTs in mathematics classroom: Opportunities and Challenges." My research objectives were to explore the practices, opportunities, challenges, and way forward of ICT integration in mathematics classrooms. My research was qualitative with an ethnographic approach. Three schools having facilities of ICTs were my research site. My research samples were six mathematics teachers, six students, two head teachers, and two ICT experts whereas sampling was purposive. My data collection methods were in-depth interviews, participant observation, and focus group discussions. Teachers and students are practicing ICTs by engaging, demonstrating, gaming, and using applications. Motivation to learn, availability of learning materials, student and teachers interaction, opportunities for self-learning, and the chance of teaching- learning and earning are the opportunities whereas insufficient infrastructures, lack of internet network, lack of willingness of admin, teachers insufficient knowledge, lack of teacher‟s training, lack of time, insufficient budget, lack of skillful manpower, digital divide, misuse of technologies, and high cost of ICTs' tools are challenges of ICT integration in the mathematics classroom. Developing ICT-friendly infrastructures, conducting effective teacher training, developing well-acceptable applications, redesigning the syllabus, minimizing the cost of ICT tools, and recruiting skillful manpower are the coping strategies for these challenges. Teachers and students are practicing ICTs in mathematics classrooms by their choice but facing a lot of problems. To solve these problems this research would be the guideline for policymakers, curriculum designers, schools, teachers, and students to develop ICT-friendly plans, curricula, infrastructure, environment, and learning way.Item Problems faced by teachers and students in multicultural mathematics classroom(Department of Mahematics Education, 2016) Giri, Kamal RajThe major focus of this study was to investigate the Problems faced by teachers and students in multicultural mathematics classroom. Themain objective of this study were to find the problems of teachers in teaching mathematics in multicultural classroom and to find the problems faced by students in learning mathematics in multicultural classroom. Research design in this study is qualitative with case study approach. Classroom observation and interview guidelines were the main tools of this research. I used purposive sampling technique in selecting the respondent. It was founds that the main problems faced by students in learning mathematics were: Heavy work load in home, low economic status of parents, lack of interaction between the teacher and the student, lack of linkage theoretical and practical knowledge , Parents could not teach their children at home and Language problems. Likewise the main problems faced by teachers in teaching mathematics were: Communication problems, teaching without Contextualization, lack of Professional training, teaching overload andirrelevant teaching methods.Item Problems of Classroom Management in Learning Mathematics(Department of Mathematics Education, 2015) Bhandari, SashidharThis study intended to find out the Problems of Classroom Management in Learning Mathematics. The researcher prepared questionnaire covered various problems faced by teaching and learning activities. The questionnaire was distributed to 200 students & 20 teachers of Chitwan district. The main objectives of the study were to identify the problems of classroom management in learning mathematics and to analyze the problems related to classroom management. This is descriptive survey research to find the Problem of Classroom Management in the public school in the Chitwan district. The researcher himself developed the questionnaire, class observation form and interview schedule as the tools of the study.The areas of the questionnaire were the problems related to physical facilities,student's activities, teacher's activities, methods and materials, with one questionnaire and class observation form. The collected data were tabulated, interpreted and analyzed used simple percentage,mean weightage and 2 -test. The major findings of this study was appropriate number of mathematics classroom,50% school adequate space determined by Basic Primary Education Plan (BPEP),sufficient number of blackboard but not appropriate size and condition, most of theteachers were not to be used appropriate teaching method as well as concrete materials in mathematics teaching.Item Problems of Teaching and Learning Mathematics in Geometry at Grade IX(Department of Mathematics Education, 2016) Sah, Surendra PrasadThis is a case study entitled "Problems of teaching and learning mathematics in geometry at Grade-IX". The purpose of this study was to identify the problems faced by teachers and students in teaching and learning geometry. The sample of this study are two mathematics teachers, five students, Head-teacher and five parents of Shree Rajaji Tulshi lal Jonchhe Janta Higher secondary school Siswa-Belhi, Saptari district. For the theoretical supports Van Hieles five level of geometrical thoughts also taken. After this the researcher made an interview with concerning the students, teachers, head teacher and parents then the collected data were analyzed by descriptive method. From the study, the researcher found that the teaching-learning environment of home and school, pre-knowledge of students, learning activities seems to be exam oriented rather than practical oriented, poor evaluation techniques, lack of appropriate teaching methods and materials, student’s weak pre-knowledge about geometry and poor geometrical lack ground, complex and larger syllabus in secondary level mathematics curriculum, careless of school administration and no-effective learning management related problems faced by teachers and students in teaching learning geometry.Item Relevance of Girl Facilitation Class at Secondary Level Mathematics(Department of Mathematics Education, 2015) Joshi, RekhaThe main objective of this study is to examine relevancy of girl facilitation class of Secondary Level.To obtain this objective,assessed the Pedagogy used by mathematics facilitators to facilitate GFC, explored the difficulties faced by teachers and students to conduct girls facilitation class and examined the possibilities of girl facilitation class.This research is qualitative in design. Classroom observation interview guidelines to students and facilitator as well as staff of FAYA Nepal’s, focus group discussion with student were used to collect data.For quality standard: member checking and triangulation were used and also concerned the expertise. On the basis of reviewed literatures and different concepts of theories, such as: cultural difference and discontinuity theory,Piaget's constructivism,Vygotsky’s theory of constructivism help to analyze the collected information of the study. It is found that the girl facilitation classes are relevant according as the situation of school environment, position of student in classroom learning and society. It can be said that facilitation classroom pedagogy used in this class was proper and relevant according as their class size, number of student and availability of material and also motivating power of facilitator was also appreciable.There is also linguistic problem at mathematics classroom but there is proper interaction between facilitator and students at mathematics classroom.It is also concluded that girl facilitation class is possible to apply in Nepal.Item Teaching Learning Environment in Mathematics Classroom of Secondary Level(Department of Mathematics Education, 2015) Nepali, Purna BahadurThis study focuses on the "Learning Environment in Mathematics Classroom of Secondary level of Baglung District." In particular this was a case study attempts to identify the mathematics learning environment of classroom at secondary level ,to investigate the learning environment, learning strategies and classroom management, organization, rules, routines and expectations of the students in both schools. This was qualitative study related to the learning environment of mathematics in the classroom, semi-structured face to face in depth interviews with teachers and students. Classroom observations were done to collect data from two schools of Baglung district. The collected information was categorized and analyzed in different sub heading. The conclusion drawn from this study can be no more a generalized but the model of learning environment for others. The finding of the study showed that a single intervention in the learning environment can not give better result in achievement. Teacher and the factors for high achievement in mathematics. Overall learning environment in the mathematics classroom of the secondary level contributed for the high performance in mathematics included stimulating physical environment, high expectation of success. Qualified teacher, active students, constructive critics, lecture cum practice method, extra practice, emphasis on class work, group work and project work for learning environment in mathematics classroom of secondary level schools.