Challengs of mathematics teachers in teaching culturally diverse calssroom

Abstract

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.