Problems faced by Newar children in learning Mathematics at Primary level"

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dc.contributor.authorShrestha, Mahendra Lal
dc.date.accessioned2023-10-04T06:56:28Z
dc.date.available2023-10-04T06:56:28Z
dc.date.issued2016
dc.description.abstractThis study is about “Problems Faced By Newar Children in Learning Mathematics at Primary Level”. This research is qualitative in design with an ethnographic approach. Classroom observation and interview with the students as well as teachers were used tools to collect data. Besides these, unstructured interview of selected students, teachers and parents were also used to analyze the problem. On the basis of reviewed literature and different concepts of theories, such as cultural differences and discontinuity theory, constructivism and its different aspects were used as indicators to analyze the collected information of the study. It was found that the home and the school environment of Newar students is not suitable for mathematics learning. There are linguistic problems in mathematics classroom. There is lack of interpersonal relations. In some of the places there is proper interaction but in some schools there is no proper interaction between teachers and Newar students in mathematics learning in classroom.en_US
dc.identifier.urihttps://elibrary.tucl.edu.np/handle/20.500.14540/20224
dc.language.isoen_USen_US
dc.publisherDepartment of Mathematics Educationen_US
dc.subjectLearning mathematicsen_US
dc.subjectPrimary Levelen_US
dc.subjectNewar childrenen_US
dc.subjectMathematics educationen_US
dc.titleProblems faced by Newar children in learning Mathematics at Primary level"en_US
dc.typeThesisen_US
local.academic.levelMastersen_US
local.institute.titleCentral Department of Mathematicsen_US
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