Dyscalculia refers to a specific and lifelong difficulty in learning mathematics. Dyscalculia has been observed among students from even basic levels of mathematical studies, and its effects regarding mathematical learning are serious. This study explores teacher knowledge and student status of dyscalculia at a basic level schools in Nepal. It was constructed by using the descriptive survey design. The study consists of 150 basic level school teachers and 500 students from Ilam Municipality, Ilam by using simple random sampling. To explore the teachers' knowledge about dyscalculia a mathematics learning difficulty test questionnaire has been used. Similarly, the status of dyscalculic students was measured by a dyscalculia screening test. The teachers were found to have inadequate knowledge regarding dyscalculia. The association between the teachers' knowledge and the demographic variables of gender, school type, and educational qualifications on dyscalculia were not found significant, except teaching experience. Consequently, the study revealed 6.8 percent of students were dyscalculic. Therefore, the concerned authority is recommended to improve teacher knowledge regarding dyscalculia for the proper identification, guidance, and intervention of the dyscalculic learner.

<p style="text-align: justify;">The study aims at investigating basic level schoolteachers' awareness of their students' mathematics learning disability (MLD) in the context of Nepal. It is based on a mixed-method research design in that it combines both qualitative and quantitative approaches as appropriate. Using the stratified random sampling technique, 300 basic level mathematics teachers were selected from 150 basic level (grades 1-8) community and institutional schools representing the three significant ecological regions (the Mountain, the Hill, and the Terai) and demographic variables (gender, place of residence, and school type) from Province 1 of Nepal. A Mathematics Learning Disability Awareness Scale (MLDA-Scale), was developed and used to measure the basic level schoolteachers' awareness of their students' MLD. Besides, a semi-structured interview was conducted with the purposively selected basic level schoolteachers for the qualitative data. The basic level schoolteachers' awareness of MLD factor categories was calculated using descriptive statistics. Similarly, t-tests were conducted to examine the effects of the demographic variables. The qualitative data, however, were analyzed thematically. The results reveal that the majority of the basic level schoolteachers' knowledge toward their students' MLD was inadequate and that the demographic variables had no significant effects on the teachers' knowledge of their students' MLD. Finally, the study recommends developing the managerial practices regarding the MLD issue further.</p>

The students' perception of mathematics is equally important for the parents as well as the teachers to deal with them effectively. Therefore, this study is concerned with the secondary level low-performing students' perception of mathematics and its effects on their achievements. The study is based on the mixed-method survey research design consisting of 312 grade IX and X students, 119 male and 193 female students from the 10 community schools of Province No. 1, Nepal. A Likert-type survey questionnaire, 'Perception Towards Mathematics Inventory (PTMI) was developed and administered by the researchers to the participants. Thus, the collected quantitative data were analyzed by using descriptive statistics. The qualitative data collected through semi-structured interviews were summarized and analyzed categorically in high-performing and low-performing groups. The findings revealed that the perception of the low-performing students towards mathematics was found negative or they did not prefer to learn mathematics. Similarly, the student's perception of mathematics was found to have a greater effect on their achievement. The group of higher achiever students was found more positive and confident towards mathematics and the lower achievers were found negative and anxious. However, most of the students were found aware of the value of mathematics.

The spread of the Corona virus compelled each education institution to shift from face-to-face mode to online mode at a faster rate. This forceful paradigm shift to the online mode of instruction was felt as a sudden change mostly for the developing country like Nepal where the online mode of teaching and learning was novel practice for the people. This study mainly focuses on the impact of the paradigm shift to the online mode of teaching and learning in higher education institutions (HEIs) and explores the existing situation of implementing online education. It was based on descriptive analysis technique with the systematic review of the related literature, observations of the online activities on the related field and discussions to the different stakeholders of the HEIs about the implementation of online mode of teaching and learning and, the self-experience of online mode. In this study, the major impacts due to force paradigm shift to online mode are concluded as access to quality education, social inequalities, technology adaption, and emotional wellbeing; accelerate change, high dropout, and laboratory work and assessment. These all impacts are considered as the consequences of the inadequacy and inaccessibility of the physical and human resources, geo-sociological condition of the learner,  low proficiency of technical knowledge, low motivation and technical difficulties regarding curriculum, etc. The response towards the implementation of online education was found mixed. The study recommends supporting the teachers and students for the effective implementation of online teaching and learning. Similarly, it recommends providing the best alternatives to access education for remote and disadvantaged learner and the curriculum should be reintroduced so as to feet for online learning pedagogy.

The article explores the discourse of mathematics laboratories concerning classroom teaching. It focuses on the mathematics teachers' knowledge and awareness about the use of mathematics laboratories and their importance, especially in school-level education in Nepal. The study is descriptive in nature. It is chiefly based on the review of previous literature. This article presents a short glimpse into mathematics education, teaching mathematics, and an outline of mathematics laboratories precisely. It also discusses the different aspects of the mathematics laboratory. The mutual support for transforming knowledge through classroom practice in teaching and learning mathematics to overcome the constraints has also been discussed. Also, it provides ways of sharing experiences by working together with the use of varied modern tools and technology in the classroom practice that helps to encourage the students to take part in the learning process actively and make them clear different mathematical concepts as well. It also suggests the establishment and utilization of a mathematics laboratory for the concerned mathematics teachers and administrators of the school to facilitate and conduct effective mathematics teaching.