Mathematics Teachers' Perspectives on Emergent Issues in Teaching and Learning Mathematics in Nepal

Autor/inn/en	Panthi, Ram Krishna; Acharya, Bed Raj; Kshetree, Mukunda Prakash; Khanal, Bishnu; Belbase, Shashidhar
Titel	Mathematics Teachers' Perspectives on Emergent Issues in Teaching and Learning Mathematics in Nepal
Quelle	In: Mathematics Teaching Research Journal, 13 (2021) 2, S.36-69 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Mathematics Instruction; Mathematics Teachers; Social Influences; Cultural Influences; Equal Education; Social Justice; Educational Technology; Political Issues; Elementary Secondary Education; Professionalism; Economic Factors; Educational Theories; Nepal + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sozialer Einfluss; Cultural influence; Kultureinfluss; Soziale Gerechtigkeit; Unterrichtsmedien; Politischer Faktor; Professionalität; Ökonomischer Faktor; Educational theory; Theory of education; Bildungstheorie
Abstract	Researchers and scholars of mathematics education have discussed several issues in teaching and learning mathematics in general. However, there is minimal discussion ofsuch issues in the Nepalese context. This study aimed to explore teaching-learning issues in mathematics in Nepal. A researcher-constructed questionnaire with 37 items had been administered to 101 mathematics teachers in Kathmandu valley. An exploratory factor analysis revealed six key components to highlight the significant issues in mathematics teaching-learning: Social and Cultural Issues, Issues with Equity and Justice, Technological and Pedagogical Issues, Professional Issues, Political and Social Issues, and Theoretical Issues. A one-sample t-test was applied to each of these components to analyze the issues from the perspectives of the research participants to emphasize their critical concerns in teaching and learning mathematics in Nepal. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01