Comparison of Traditional Instruction on Reflection and Rotation in a Nepalese High School with an ICT-Rich, Student-Centered, Investigative Approach

Mainali, Bhesh; Heck, André

doi:10.1007/s10763-015-9701-y

Cited by 15 publications

(6 citation statements)

References 17 publications

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“…Teachers in Nepalese high schools generally use the textbook as an ultimate means for teaching, including mathematics instruction, where students memorize facts, definitions, and algorithms. Still, conceptual understanding has been less focused in mathematics lessons (Mainali & Heck, 2017). The school runs for six days and remains closed on Saturday.…”

Section: Schools In Nepalese Contextmentioning

confidence: 99%

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Job satisfaction, professional growth, and mathematics teachers’ impressions about school environment

Mainali¹,

Belbase²

2023

EPAA

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This study examined high school mathematics teachers’ job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools’ infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers’ unions need to work on behalf of teachers’ welfare rather than carry forward their political parties’ agendas and ideologies.

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Section: Schools In Nepalese Contextmentioning

confidence: 99%

“…Few schools have multimedia rooms and computer laboratories, and even fewer schools utilize them for lesson activities. Yet, the role of ICT has been increasing in the last couple of decades, and the benefits of ICT have been recognized in the Nepalese school education system (Mainali & Heck, 2017).…”

Section: Schools In Nepalese Contextmentioning

confidence: 99%

Job satisfaction, professional growth, and mathematics teachers’ impressions about school environment

Mainali¹,

Belbase²

2023

EPAA

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“…Such a democratisation process is intended to foster quality education that may contribute to the eradication of poverty, and considers factors of coverage, timeliness, easiness and relevance of education (Semenov, 2005). Democratising education also involves changing teaching-centric approaches to learning-centred processes (Tarling, 2018;Tarling & Ng'ambi, 2016) in which assessment requires new dimensions (Mainali & Heck, 2017;Weimer, 2002). Such new dimensions recognise students' voices in the design of assessment and negotiates flexibility and choice into assessment, ultimately creating customised assessment experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Letseka

Seeletso

2021

Radical Solutions for Education in Africa

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…One study in Nepal analysed the responses to a test used elsewhere in the world to find some significant differences in responses (Mainali 2008). Traditional teaching had resulted in students not being able to do rotation and reflection questions.…”

Section: Focus On Sociocultural Perspectivesmentioning

confidence: 99%

Recent research on geometry education: an ICME-13 survey team report

Sinclair

Bartolini

Villiers

et al. 2016

ZDM Mathematics Education

125

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This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. These threads are as follows: developments and trends in the use of theories; advances in the understanding of visuo spatial reasoning; the use and role of diagrams and gestures; advances in the understanding of the role of digital technologies; advances in the understanding of the teaching and learning of definitions; advances in the understanding of the teaching and learning of the proving process; and, moving beyond traditional Euclidean approaches. Within each theme, we identify relevant research and also offer commentary on future directions.

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Comparison of Traditional Instruction on Reflection and Rotation in a Nepalese High School with an ICT-Rich, Student-Centered, Investigative Approach

Cited by 15 publications

References 17 publications

Job satisfaction, professional growth, and mathematics teachers’ impressions about school environment

Job satisfaction, professional growth, and mathematics teachers’ impressions about school environment

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Recent research on geometry education: an ICME-13 survey team report

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