No abstract

The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

<p style="text-align: justify;">Preservice mathematics teachers' beliefs about actions related to the use of the technological tools in teaching mathematics may affect how they are going to use them in their classroom activities. However, there is a limited evidence of what beliefs they hold on their intended actions of using technological tools in teaching mathematics. This study presents two preservice high school mathematics teachers' actional beliefs related to their intended actions in teaching geometric transformations (GTs) using Geometer's Sketchpad (GSP). The study comprised of a series of five task-based qualitative interviews with each of two senior undergraduate preservice teachers at a medium-sized public university in the Rocky Mountain Region of the United States. This study used a radical constructivist grounded theory (RCGT) with five assumptions—symbiosis, voice, cognition, adaptation, and praxis as a theoretical framework to guide the study process. The thematic findings of the study included four in vivo categories of their beliefs associated with actions of teaching GTs with GSP – assessment of student learning, engaging students in a group activity in exploring GTs with GSP, engaging students in individual activity in exploring GTs with GSP, and exploring GTs with GSP as 'suck it up and do it.' Pedagogical implications of these categories have been discussed.</p>

This article aims to explore the perception and practices of mathematics teachers on assessment system in mathematics courses. I adopted interpretive research approach. Three schools each from Gorkha, Nuwakot and Kaski district were selected for study.  Six students, three teachers, three head teachers, and three resource persons were the interviewees of the study. I observed classrooms and conducted FGDs for collecting textual information. The data was generated from these different sources of each school have been verified and critically analyzed through triangulation and generate themes. It was found that, existing assessment practices were formative assessments such as project work, class work, and homework, attendance, unit test, remedial support, extracurricular activities, field visit, group discussion, weekly tests and use of summative evaluation as a formative assessment tool.

The main aim of this study is to investigate the challenges faced by teachers while conducting inclusive mathematics classroom practices and to explore the possible ways for promoting inclusive mathematics classroom practices. The design of this study was in qualitative nature within ethnographic approach. I took interview with mathematics teachers and math educators as the research tools to collect the required data. I have maintained a dairy for the purpose of recording information at the time of interview with my key respondents. Every recorded data was transcribed, coded, build themes and triangulate themes. And, finally the study concluded with the findings: disengaged curriculum, non-participatory teaching/learning practice, follow monoculture practices in multicultural mathematics classroom, lack of technology integrated pedagogy, imbalance theory and practices were major challenges for implementing inclusive mathematics classroom practices. On the top of that, engaging students in the classroom, shifting from exams to diversified assessment, group work, use of technology appropriately, encouragement students to participate the learning process, using different strategies in teaching – learning mathematics in the classroom, teaching mathematics linking with students daily life context, implementing collaborative learning, implementing equity pedagogy in the  mathematics classroom , teaching mathematics through dialogical approaches and comprehensive assessment system  are found as the means  for good inclusive practices.