Learning difficulties of Tamang students in mathematics in culturally diverse classroom

Abstract

The title of this study is “Learning Difficulties of Tamang Students in Mathematics in Culturally Diverse Classroom”. The objectives of this study were to find the Causes of learning difficulties of Tamang students in mathematics in culturally diverse classroom and to minimize the difficulties of Tamang students in learning mathematics in culturally diverse classroom. This was a case study, which is qualitative in nature as well as descriptive and exploratory in nature. I selected the sample size of the five Tamang students from grade eight, one mathematics teacher, one head teacher, three parents. My research site was Shree Ichok Secondary School, Helambu-6, Sindhupalchok district. I used questionnaire, semi-structured interview and observation tools for data collection. The data from interviews were taken though asking direct question to students, parents, peers, teachers, head teacher about their experiences, opinions, feelings, participate extra -curricular, Tamang students achievement, result, skill and knowledge. The data were analyzed by using cultural different and discontinuity theory for qualitative data. The major findings were parents of Tamang students do not fulfill their basic needs, buy book, pencil etc. Do not understand the values of education, motivation in household works than instructional works irregularity and non-participation of Tamang students in classroom activities and less interest of study were major influencing factors in mathematics achievement. Further, family background of Tamang is very low so it influences all the sectors. It was concluded that home environment is the most important factors which influence mathematics learning of Tamang children. To make the appropriate environment for the Tamang family, parents guidance, counseling, positive culture and regular attendance in school contribute to Tamang student's good achievement in mathematics.