Girls Participation in Mathematics at University Level

Abstract

This study focused on girls’ participation in mathematics at university level. The objectives of this study were to identify to explore the causes of low participation in mathematics at University level and find out the socio-cultural dimensions influence the participation of girls in higher level mathematics education. In dealing with such objectives, I used qualitative research design and Auto- ethnography approach to explore the multiple realities through the methods of interview, observation and as a research tools. One government colleges (i.e. Mahendra Ratna Campus) was selected from Kathmandu district and five students from B.Ed and M.Ed were selected on the basis of purposive sampling. Two mathematics teachers were also selected as a sample of this study. The collected data were analyzed with the help of theories and related literatures. Cross match or triangulation was adopted to maintain quality standard of the study. The study found that there is low girls participation at classroom. The girl’s students have many difficulties in learning mathematics. Early marriage, Parental belief system, Public image of mathematics, traditional teaching learning activities and family’s socioeconomic status and discrimination in classroom were the main causes of girls low participation in mathematics at University level. It has also concluded that mathematics teaching and learning ways from the schooling is not good. Existing school mathematics teaching learning practices seem failing to address social and cultural needs of the students.