Pedagogical Practices of Mathematics Teacher in Ethnically Plural Classroom at Secondary Level
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Department of Mathematics Education
Abstract
This research is descriptive in nature related to pedagogical practices of mathematics
teacher in ethnically plural classroom at secondary level. The objectives of this study
were to explore how mathematics teacher manage the students diversity (cultural,
ethnic, linguistic) through pedagogical practices in the classroom and to investigate
the learning need of different culture, ethnic and linguistic groups of student in
mathematics teaching learning activities.
To meet the objectives, certain tools were constructed in a close consultation of the
supervisor and administered on the selected sample. For conducting the study
Secondary School in Kanchanpur District was selected employing the purposive
sampling procedure. On the basis of the sample chosen, the tools were administrated.
These tools were interview questionnaires for the students, questionnaires for the
teachers, and observation checklist for classroom, were conducted to achieve the
information.
It was found that, most of the math teachers used traditional oriented teaching
methods which were far from the student’s reality. Teaching methods and materials
that math teacher used in classroom did not represent the need of classroom diversity.
Overall activities of the teachers reflected that they were unconscious and unaware of
the knowledge about managing the ethnically plural classroom. In teaching the
teachers did not empower the students equally rather disempowered the students. The
study has drawn several findings. Disconnected teaching activities and traditional
oriented teaching methods and materials. Lack of appropriate knowledge in
mathematics teacher to make all students equally involve in classroom teaching.
Positive behaviors of teachers but indifferent to poor students as well as partly bias,
violence and discrimination and violence. Psychological barrier such as humiliation,
inferiority, shyness and fear in students reduces the behavior of math learning.
Teachers oriented teaching methods, language, uniform pedagogy, materials, national
curriculum, and understanding about the students learning background. Management
of multi-lingual and multi-ethnic classroom teaching and curriculum. Social justice in
classroom teaching for equal learning experiences.