Mathematics textbook: motivation, experiences, and didactical aspect from authors’ perspectives

Basyal, Deepak; Mainali, Bhesh

doi:10.1080/14794802.2022.2086608

Cited by 2 publications

(2 citation statements)

References 41 publications

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“…Thus, policymakers would likely (re)formulate a policy that helps to improve mathematics teachers' professional growth. Professional development is also essential for mathematics textbook writers, who are presumed to be experts in the field (Basyal & Mainali, 2022). Indeed, salary is one of the important factors for job satisfaction.…”

Section: Implications Limitations and Conclusionmentioning

confidence: 99%

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: Implications Limitations and Conclusionmentioning

confidence: 99%

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

Mainali¹,

Belbase²

2023

EPAA

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“…Moreover, across the world (and even much in Nepal), textbook plays a vital role in teaching and learning of mathematics (Basyal et al, 2023). However, Basyal and Mainali (2022) illustrated that Nepali mathematics textbooks are written with inadequate pedagogical content knowledge, didactical knowledge, extrinsic motivation (fame and fortune), and classroom teaching experiences (practice exercises) of the authors; where efforts are made to make content easier, oriented to problems that students actually prefer to solve and are important for the examination. This depicts the unbalanced presence of lower (more than 92%; about 79% of it as procedures without connections) and higher-level (only 7% that too completely, procedures with connections) cognitive demand problems in Nepali middle-grades (6, 7, and 8) textbooks; along with presence of majority (80.4%) of exercise problems that are supplemented with similar worked-out examples that contributes to diminishing the cognitive level of the problem (Basyal et al, 2023).…”

Section: (Everyone Seems Happy and It Is Delightful To See Their Exci...mentioning

confidence: 99%

A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching

Gurung

2023

Math. Educ. Forum Nep.

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This reflective paper portrays my personal-lived experiences via autoethnography (as a method of inquiry); Ethnodrama and narrative (as representational methods); and transformative learning theory (as a theoretical referent). Emphasis on textbook, realization, and obligation were/are the characteristics regarding my transformative journey from a textbook problem-solving mathematics student to being a contextualized mathematics teacher. As a student, the lure of scoring marks led me towards the path of solving as many textbook problems (as possible) with the only goal to perform well in examination. While on the verge of entering the teaching profession; reflecting back to school days, made me think about the question: “Do I desire to give my prospective students (mathematics education) in the same contexts or in the same manner that I experienced during my school days?” Immediately, each time both my heart and mind used to answer, “Not really, No!” This sense of realization led me to the obligation of approaching my two years of Fellowship journey as a mathematics fellow that primarily emphasized linking mathematical contents with the local surroundings (of the learners). This study is beneficial for educators who aim to bring necessary reform regarding educational practices (particularly, in mathematics), so as to provide the outlook (to the learners) that ‘Mathematics is everywhere around the surroundings'.

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Mathematics textbook: motivation, experiences, and didactical aspect from authors’ perspectives

Cited by 2 publications

References 41 publications

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

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

A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching

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