The purpose of this study was to describe the personal experience on the effect of story-telling and using conjecture in mathematics learning. This research was designed in hermeneutic phenomenological study. Accidental sampling procedure was used in this study since the researcher was as an external observer of B Ed students majoring mathematics. The researcher was innocent of pedagogical approach of student-teachers. Taking two student-teachers and their students of class eight as participants, their perceptions were noticed. Data were collected on the way of practice teaching external observation from two secondary schools of Butwal and Tilottama Municipality and analyzed with hermeneutic phenomenological approach. Research revealed that story telling is the way of humanizing mathematics, motivates students to the subject matter and the conjecture promotes students' cognitive faculties, logical thinking and develop the Heuristic capacity.
Undoped and Aluminum doped Zinc Oxide thin films were synthesized by dip coating technique. The electrical properties of the films were studied due to the Aluminum doping, starting solution aging and sample aging. The sheet resistance of ZnO:Al films was minimum at 2.5 at % whereas carrier concentration is maximum. Both undoped and aluminum doped Zinc Oxide thin films were found to be highly transparent lying in between 65 - 79 % in the wavelength range 367 nm to 1038 nm. The band gap of deposited films changed slightly from 3.22 eV to 3.27 eV.
Information Communication Technology (ICT) directly influences the development of teaching and learning processes since they promote innovative pedagogical actions and generate new learning spaces. It helps a self directed learning environment for the teachers and students at any time at any place. Through the internet, online resources provide the facilities of changing the culture of learning without teachers and educational institutions. Evaluating, categorizing and selecting quality standard online resources are necessary for the students of school level for mathematics. Thirty online resources were chosen as a sample, evaluating criteria were developed and assessed through the defined ranking. The result revealed that about 36.67% resources were below the average level and rejected for use in school level mathematics of Nepal based on curriculum, digital technological status, and pedagogical perspective.
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