Mathematics Teaching-Learner Practices in Gramin Namuna Schools (A Case Study)

Abstract

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.