Learning difficulties of Tamang students in mathematics in culturally diverse classroom
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Department of Mathematics Education
Abstract
The title of this study is “Learning Difficulties of Tamang Students in Mathematics in
Culturally Diverse Classroom”. The objectives of this study were to find the Causes of
learning difficulties of Tamang students in mathematics in culturally diverse classroom and to
minimize the difficulties of Tamang students in learning mathematics in culturally diverse
classroom. This was a case study, which is qualitative in nature as well as descriptive and
exploratory in nature. I selected the sample size of the five Tamang students from grade eight,
one mathematics teacher, one head teacher, three parents. My research site was Shree Ichok
Secondary School, Helambu-6, Sindhupalchok district. I used questionnaire, semi-structured
interview and observation tools for data collection. The data from interviews were taken
though asking direct question to students, parents, peers, teachers, head teacher about their
experiences, opinions, feelings, participate extra -curricular, Tamang students achievement,
result, skill and knowledge. The data were analyzed by using cultural different and
discontinuity theory for qualitative data.
The major findings were parents of Tamang students do not fulfill their basic needs,
buy book, pencil etc. Do not understand the values of education, motivation in household
works than instructional works irregularity and non-participation of Tamang students in
classroom activities and less interest of study were major influencing factors in mathematics
achievement. Further, family background of Tamang is very low so it influences all the
sectors. It was concluded that home environment is the most important factors which
influence mathematics learning of Tamang children. To make the appropriate environment
for the Tamang family, parents guidance, counseling, positive culture and regular attendance
in school contribute to Tamang student's good achievement in mathematics.