Challenges of social justice in mathematics classrooms

Abstract

This study explored the challenges faced by mathematics teachers in promoting social justice in teaching and learning in mathematics in high schools in Nepal. An interpretive qualitative research method was employed for collecting, analyzing, and interpreting data in an iterative process. An in-depth interview method was implemented to collect data from three mathematics teachers on challenges of social justice in mathematics classrooms at three public secondary schools in Kathmandu. A multi-layered thematic analysis and interpretation of the participant narratives from the interview data produced eight emergent themes: diverse students, working-class children, students' absenteeism, disengaging curriculum, students' different interests, non-participatory teaching, insufficient skills in using technology, and cultural differences. Pedagogical and policy implications are additionally considered.

Pre-service teachers’ perceptions of mathematics education and social justice

“…Some of the respondents reported having had no mathematics teachers in their earlier schooling at certain points in time, having part-time mathematics teachers who taught varied topics all at different times without integrating the flow of ideas in the lessons, absentee teachers (some due to intermittent ill health), large classes, issues of assessment and reporting to students. While Panthi et al (2021) reported absenteeism of students in their study, it was teachers who were reported absent in this study. These were matters of concern as far as mathematics for social justice principles were to be addressed.…”

“…The exploration of mathematics as a tool for social justice in education remains a vibrant area of research. While Panthi et al's (2021) studies focused on challenges that preclude students from experiencing mathematics for social justice in Kathmandu's mathematics classrooms, Gutstein's (2003) students experience positive collaboration among students and between parents. This enabled effective technology integration with a deeper understanding of society and inequality through mathematics.…”

Effect of Teachers Problems in Using Digital Resources on Mathematical Content Instruction Online

“…Studies focuses on the mathematics teaching and related problem during online teaching such as teaching-learning issues in mathematics (Panthi et al, 2021), challenges faced by the learners (Dhakal, 2022), factors associated with the challenges in teaching mathematics online (Adhikari et al, 2022), problem of mathematics teacher in teaching mathematical content online , teachers' Perceptions on effect of information and communication technologies , teachers' perceptions toward student support in using information and communication technology in mathematics learning . indicate that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online and other mentioned above literature focused on the effect of using digital resources teachers' professional development and learning performance in the context of Nepal.…”