Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

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.

Underachieving Students’ Mathematical Learning Experience in the Classrooms in Nepal

“…The social aspect focuses on the social dynamics that may affect students' learning mathematics activities within and out of schools. For example, migration from a place to another and frequent change of schools may affect students' orientation to mathematics (Acharya et al, 2021). Cultural aspects are related to how parents and other community members view mathematics in general and school mathematics, particularly how school mathematics is connected or not to the community and culture (Acharya et al, 2021).…”

“…For example, migration from a place to another and frequent change of schools may affect students' orientation to mathematics (Acharya et al, 2021). Cultural aspects are related to how parents and other community members view mathematics in general and school mathematics, particularly how school mathematics is connected or not to the community and culture (Acharya et al, 2021). Their professional connection to academic mathematics in a cultural context can motivate students to learn and make sense of mathematics (Figure 1).…”

Elemen Etnomatematik dalam Pengajaran dan Pembelajaran: Kajian Literatur Bersistematik

“…Menurut beberapa kajian yang telah dijalankan berkaitan dengan Etnomatematik, didapati bahawa Etnomatematik boleh dikaitkan dengan pembelajaran moden Acharya et al (2021), impak yang baik juga didapati dimana Etnomatematik dijadikan alat pendekatan yang dilakukan pada komuniti di Nusa Tenggara Timur. Etnomatematik boleh mengurangkan kesan sukar dan abstrak kerana pembelajaran yang dekat dengan kehidupan persekitaran pelajar, boleh mengenal budaya tempatan dan menghargai budaya (Dominikus, 2019;Dominikus et al, 2020).…”

High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour

“…Mathematics anxiety, considered a fear or phobia, produces a negative response specific to learning or doing mathematical activities that may interfere with students' performance (Khan, 2019). Mathematics anxiety can affect individuals in varying ways, including a cognitive, affective, or physiological reaction, as most mathematics learners find that mathematics is complicated, abstract, and needs a great deal of rote memorization (Acharya et al, 2021). Owing to anxiety, fear, anger, feelings of loss or an emotional state when engaging in mathematical learning processes, students develop a range of subjective responses to the experience, which in turn are related to the physical and behavioural changes they may feel or experience, or express emotionally (Viver, 2021).…”