Child-Friendly Learning Environment: Practice in Mathematics Classroom

Abstract

This 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.