This study explores the use of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT and Gemini, to teach probability to Grade 12 students in Nepal. Utilizing the Teaching Experimental Methodology (TEM), this study was conducted across three classroom sections, each comprising 38 to 42 students. Data were collected through interviews, classroom observations, reflective notes, and student assessment scores to examine students' engagement, conceptual understanding, learning experiences, and the teacher’s concerns regarding the integration of GenAI in the classroom. The findings indicated an increase in student engagement, characterized by active participation, peer discussions, and immediate feedback. Students demonstrated improved conceptual understanding by identifying errors in questions generated by AI and engaging in reflective problem-solving. Results also showed positive changes in metacognitive skills, and variations in learning experiences have been noticed. The study suggests that GenAI can support more interactive and student-centered mathematics instruction by adapting to students' needs, providing AI based teachers' trainings and careful verification of AI-generated contents.
With the advancement of technology, the use of digital devices and engagement in social media technologies are increasing day by day. These technologies have provided many opportunities as well as added a new dimension to procrastination behavior. The present study aims to investigate how school student engagement in digital resource shapes the academic procrastination in mathematics learning. This study adopts a cross-sectional survey research design among 415 secondary level school students. Mean, standard deviation, t-test and one way ANOVA were major statistical techniques applied in this research. The finding reveals that students’ access of digital device, time used on digital device for academic purpose, use of social media and their engagement have significant role in shaping academic procrastination. Further, the findings highlight the students without digital resources tend to experience higher procrastination, likely due to limited access, social comparison, and reduced autonomy. To reduce academic procrastination, the finding suggests increasing access of digital resources and providing proper guidance for use of these tools by high school students.
This topic entitled ‘Application of Model drawing Method in Basic level Mathematics Textbook’ is intended to explore the status of the model drawing method in basic-level mathematics textbooks. It is a case study approach in which I have selected the two textbooks grade five and eight published by the government of Nepal, Curriculum Development Center. The model drawing method is a strategy also called the Singapore math strategy to solve mathematical problems by drawing bars in different ways. I found that basic-level mathematics textbooks incorporated model drawing methods to solve problems related to basic operations. Part–part–whole models are more common in a textbook rather than comparison models and parallel bar models. The use of models in arithmetic leads in frequency with comparison to other content areas of the curriculum. The training and workshop for the writer to incorporate model drawings seems necessary for betterment. For proper mathematization and solving different mathematical contextual problems we should develop textbooks form each sector we should incorporate different models of model drawing.
Underachievement in mathematics is a major issue in Nepalese secondary education, as national assessments indicate that most students achieve below the proficiency level. This research paper examined the experiences of four eleventh-grade underachieving students to gain insights into the cognitive, emotional, and contextual hindrances influencing their mathematical education. Guided by socio-cultural and motivational theories, a qualitative interpretive design was utilized in this study. Data were collected through several narrative interviews, accompanied by classroom observations and field notes. The findings revealed that students regarded mathematics as abstract and daunting, resulting in decreased self-efficacy, avoidance behaviors, and increased anxiety. Teacher-focused teaching methods with memorization, and restricted personalized assistance diminished student engagement. Socio-economic limitations and a lack of family support exacerbated these difficulties. The results indicated that underachievement in mathematics was associated with a combination of psychological, educational, and socio-cultural elements, emphasizing the importance of learner-focused teaching, contextual methods, and emotional support to promote inclusive math learning environments in Nepal.
Silam Sakma, a symbol of the Limbu community, embodies both cultural heritage and ethnomathematical knowledge. This study explores the connection between the construction of Silam Sakma and the application of fundamental - geometric concepts such as symmetry, rhombuses, squares, and the relationship between parallel and perpendicular lines. Traditionally crafted from bamboo or silk, Silam Sakma reflects a deep concept of geometry with patterns and craftsmanship. By examining this indigenous practice, the study highlights how the Silam Sakma as an ethnomathematical artifact integrates culture into modern education to enhance students' understanding of mathematics while preserving cultural and ethnic identity. The research emphasizes the importance of safeguarding traditional knowledge and fostering a culturally relevant educational practice. Silam Sakma stands as a testament to the Limbu community's resilience, serving both as a protective symbol and as a bridge between cultural traditions and an artifact for mathematical education for future generations.
This study intends to study the relationship of teacher given formative feedback and problem solving performance of the students in mathematics at secondary level in Dolakha District, Nepal. A quantitative cross-sectional survey design was adopted and data was collected from 228 students (Grade ten) who were selected from five secondary schools (three public and two private), a rural - semi-urban district context. A structured questionnaire measuring three constructs Formative Feedback Practices (FFP), Problem Solving Performance (PSP) and Perception of Feedback (POF) using a five point Likert scale was used. Descriptive statistics showed quite high mean scores of FFP (M = 3.98, SD = 0.66), PSP (M = 4.10, SD = 0.55) and POF (M = 3.91, SD = 0.84) with acceptable internal consistency (Cronbach's alpha being in the range of .69 to .75). Pearson product-moment correlation analysis indicated that there were strong and positive relationships between FFP and PSP (r=.80, p<.001), FFP and POF (r=.72, p=.001) and POF and PSP (r=.71, p=.001).The results indicate that as well as having positive perceptions of feedback, students who indicated more frequent, clear and constructive formative feedback also indicated greater engagement in mathematical problem-solving activities. Although the allocation of causal relationships is impossible to infer from the results, they are suggestive of the potential importance of formative feedback in supporting reflections and strategy-oriented problem solving in secondary mathematics classrooms. The research recommends the need for strengthening of structured feedback practices and continuous teacher professional development for better formative assessment practices in the studied context.
In many cases, group theory is the first axiomatic mathematics taught, and so is abstract algebra. Thus, the way teachers teach and students learn group theory is considered the foundation with respect to the development of mathematical abilities and attitudes towards mathematics at the higher level. It has been realised that the permutation group (S3) is the most common example throughout group theory, and students need to remember elements and their compositions. Review of different solution initiatives with practical perspectives, such as inclusion of seminar, visual and analytical approach, collaborative approach with Interactive Set Language ( ISETL) and penny moving, etc., and theoretical perspectives such as inquiry-based mathematics education, linking informal knowledge to formal mathematics and constructivist learning became helpful in this innovation. This innovative hands-on activity was developed by following a design thinking approach with a view to bringing changes in the learning of a group of symmetries at the undergraduate level. This hands-on activity has two parts: one on the regular polygon (equilateral triangle and square) and permutation using these polygons, including five worksheets to facilitate learning.
This study aims to identify high school students’ perspectives towards mathematics teaching profession. The study applied a quantitative survey questionnaire as the instrument of data collection. One private and one public secondary schools of Surkhet district of Nepal were selected as the sample schools based on the number of students enrolled in Science and Mathematics background after completion of School Education Examination. The students of grade twelve, who were studying Mathematics in Science stream, were the participants of this study. The questionnaire was distributed individually to 80 participants with the help of their mathematics teachers after describing the objective of the study. Collected data was analyzed descriptively using percentage, pie charts, and bar graphs. The data indicated that most preferred profession of the students was medical sector. The second preferred profession was IT. Around 25% students were interested on IT. The study revealed that most of the students were not interested in teaching mathematics as their future profession.
This research paper investigates how a digital tool Mathematica supports students’ comprehension of mathematical concepts, specifically the osculating circle and osculating sphere in differential geometry. This research is grounded on Technological Pedagogical Content Knowledge (TPACK) framework, to answer a research question “how do students understand the dynamics of the osculating circle and osculating sphere using mathematical simulation?” I employed a qualitative phenomenography methodology, a branch of phenomenology among thirteen students from the Central Department of Education (CDED), Tribhuvan University. I gathered data through semi‑structured interviews, direct observations, and recordings of students’ interactions with Mathematica‑based dynamic and interactive simulations. I analyzed the data through generation of transcriptions, meaning condensation, categorization of structural aspects, and generation of thematic outcomes reflecting on students’ understanding of osculating concepts and processes. The study found that Mathematica-coded dynamic visualization enhanced students’ conceptualization of osculating process linking formal definitions with mental images. Particularly, it helped in visualizing how the osculating circle and sphere evolve along a curve. The simulations helped bridge the gaps between concept-definition and concept-image. The study suggests that digital pedagogy aligned with the TPACK framework can promote students’ conceptual understanding of advanced mathematics.
This study examines the satisfaction of Master's level students in Mathematics Education with the quality of services offered by Tribhuvan University in Nepal. It looks several dimensions of service quality including academic and non-academic aspects, course design, delivery and assessment, group size, program issues, reputation, and access. The study adopts a survey-based approach to investigate the relationship between these service quality dimensions and students' overall satisfaction, as well as differences in satisfaction levels based on gender, age groups, and academic systems (semester vs. annual). A total of 60 students participated in the study, equally divided between the semester and annual systems. Data were collected using a 5-point Likert scale questionnaire and analyzed through regression analysis, z-test, frequency, percentage, mean, and standard deviation. The results reveal strong relationship between factors affecting service quality and students' general satisfaction. However, the findings indicate no significant difference in the satisfaction levels between students enrolled in the semester system and those in the annual system. Hence both groups perceived the quality of services provided by Tribhuvan University to be comparable.
This paper examined the contribution of digital pedagogy (DP) to self-paced learning in higher mathematics education. The research question was: In what ways does DP contribute to a resourceful learning environment to address individual learning styles and preferences in higher mathematics education? The study used a quantitative approach, employing a critical Action Research design with pre-test and post-test measures. The study participants were 126 third-semester students taking a Differential Geometry course in 2017. The tool used was the self-paced learning (SPL) index survey questionnaire. Based on analysis and discussion with relevant literature, this paper highlights the benefits of digital pedagogy, including the promotion of 21st-century skills, the provision of anytime and anywhere learning opportunities, and the creation of an e-resource repository to ensure SPL. Moreover, digital pedagogy provides adaptive learning experiences that can be adjusted to each student’s learning pace and style, enabling them to learn effectively and achieve their full potential.
The implicit mathematical ideas, practices, and experiences in the everyday life of children outside the classroom could be a powerful and interesting pedagogical tool to communicate formal mathematical concepts. The main objective of this study is to explore the ethnomathematical ideas embedded in the cultural artifacts and assess their contribution to the process of teaching and learning of school mathematics. The methodological procedures include in-depth interviews and observation of students and teachers regarding mathematical ideas comprised in cultural artifacts at different moments. The mathematical knowledge hidden in the various cultural artifacts has been analyzed based on written documents, photographs, and video graphs. The findings indicated that the cultural artifacts provide an ample opportunity to understand different mathematical concepts. In addition, students have wonderful learning experiences beyond the four walls of the classroom and connect ethnomathematical ideas to conceptualize formal mathematics
This research investigates the types of digital devices used by students at a Secondary School in Kiritpur Municipality, Nepal, and their relationship with grade level, focusing on integrating technology in teaching mathematics. The case is urban school phenomena. A survey was conducted with 420 students, using a questionnaire for data collection. Statistical tools used in analysis included univariate (frequency and percentage) and bivariate (Chi-Square) methods. Findings show that mobile devices are the most widely used for attending online classes. Around 25% of students lack access to necessary technology at least mobile too. Attendance rates vary between lower and higher grade levels. Importantly, the study reveals limited technology integration at an urban School, with teachers lacking awareness of how to effectively adapt and incorporate technologies in the classroom, specifically for mathematics teaching. These results underscore the need to improve digital device availability and the types for teaching science, mathematics like subjects, which demand dynamic, interactive tools use. Similarly, access to devices particularly at the lower secondary level is lower, and over reliance on parents' device needs reducing reliance on parental devices. Additionally, there is a call for enhanced professional development to support teachers in integrating technology into mathematics instruction. Addressing these challenges will contribute to enhancing the learning experience and overall effectiveness of technology integration in the classroom.
This paper aims to explore the expectations of the learners from teachers in learning mathematics in undergraduate level. This is a qualitative study and all the students of undergraduate mathematics programs of Mid-west University are the population of this study. The undergraduate program of Mid-West University is of four years with eight semesters, although the odd or even semesters run correspondingly in each six months due to the annual new admission system. Altogether twenty students (five students from each even semester) were selected purposively as the participants of this study. Open-end questions were the tool of gathering information. The questions were sent to each participant through messenger using a link of Google form. The data were analyzed thematically using six steps of thematic analysis. On the basis of the participants’ responses, it is concluded that the learners expect basic information, definitions, formula and relations before starting the new lesson in mathematics. Also, the learners expect motivation, support, basic concept as well as the opportunity to practice and discuss in the classroom to learn mathematics effectively. The findings of this study can be useful to the mathematics teachers of university level as well as the school level to teach mathematics on the basis of the learners’ expectations.
Bamboo/ Nigalo basket (Doko) is one of the most useful tools in Nepali society. This study sought to identify the mathematical concepts, the implication of space curves, and their relations in the bamboo Doko. Both primary and secondary sources of data have been consulted in this study. Data and information were gathered from the related literature, analysis of archival documents, and observing the activities related to bamboo baskets (Doko) in the community. The descriptive method of research has been used for the analysis and interpretation of information. The patterns of bamboo choyas were analyzed emphasizing the structure and design of circular helix and toroidal spiral curves. It was observed that the circular helices are formed by bamboo choyas on the body part of the Doko and the toroidal spiral curve is formed by bamboo choya on the top of a Doko that is bid (upper edge) of a Doko. Findings of this study may help students understand the concept of the curve and help them explore more about the use of mathematics in daily life. In addition to this, the multidimensional use of space curves can help in further studies of geometrical patterns in cultural artifacts.
Teachers' experience and knowledge with the construction and use of teaching materials influences the teacher's classroom activities. This study intended to explore mathematics teacher's experience on the construction and use of teaching materials in the classrooms. This study used a narrative inquiry approach to explore the use and construction of teaching materials in mathematics teaching, focusing on the experiences of mathematics teachers from secondary schools in Dang district of Nepal. The findings suggest that the experienced mathematics teachers used only text-books and whiteboards as teaching materials. They did not use additional teaching materials in their mathematics classrooms at the beginning of their careers. Further, with the help of in-service teacher training, the research participants got the knowledge and skills to construct and use teaching materials, like the prism models, pyramids, cones, and cylinders. Furthermore, the findings also suggested that the teachers do not use these teaching materials regularly due to poor classroom management and overwork load. The findings of this study can be helpful for mathematics teachers, teacher trainers, school administrations, and policymakers for meaningful mathematics teaching and learning.
This study aimed to find out students’ perceptions and interpretations of democratic practices in mathematics classrooms. A quantitative research strategy based on the positivist paradigm was used. In Kathmandu district's 20 public secondary schools, 200 respondents in the ninth grade—100 boys and 100 girls—were randomly selected for the sample. Data collection was carried out using a self-created questionnaire that had 25 statements and five Likert-type response alternatives. The self-developed questionnaire's validity was verified by the opinions of experts, and reliability was established by the Cronbach's alpha, 0.82. I prepared four factors according to loading components. The results of the research showed that teachers should use democratic practices to engage students in the learning process and prepare them for the needs of democratic values in classroom practices.
The main purpose of this paper was to explore the key problems faced by migrant children in learning mathematics in the new classroom setting. For exploring this issue, I used a qualitative research method in which I conducted in-depth interviews with a few migrant children from the marginalized community. I analyzed the information to construct themes by connecting students generated text with their experience. The finding of the study included three themes: adjustment difficulties, language barriers, and cultural devaluation. These findings may be useful to school students, teachers, and mathematics educators to foster multiple opportunities to develop respect for various cultural learning environments for students’ success in school and the classroom.
This paper aims to explore the teachers’ experiences and perceptions towards the implication of inductive and deductive methods in mathematics classes at the primary level. The inductive method is the beginning of all mathematics and derives the formula; the deductive method is the continuity of it and implements those formulas. This article is based on a phenomenological research method under qualitative design, focusing on the lived experience of four primary mathematics teachers on the ‘implementation of inductive and deductive method’ in elementary mathematics classes and their perceptions towards these methods. The data were analyzed and interpreted by using the thematic analyzing approach. The findings of the study show that the teachers were in a dilemma in the selection of proper teaching methods in mathematics teaching, and they followed the traditional methods. Knowingly or unknowingly, the teachers were using inductive and deductive methods, but they were not sure about the correct implementation of those methods. Their perceptions towards the inductive method was positive and they believed that it helps students for developing permanent concepts; however, the teachers were confused in its implications. Most of the teachers were following the traditional teaching methods in mathematics classes instead of student-centered teaching methods. They argued that for a short-cut and easy for the implementation, they were using the traditional methods. The teachers should be trained for better implementation of the inductive and deductive methods in the proper teaching of mathematics at the primary level.
नेपालमा स्थानीय पाठ्यक्रम समुदायको स्थानीय आवश्यकता, रुचि र सांस्कृतिक अभ्यासहरूमा आधारित भएर बनाइएको पाइन्छ । स्थानीय पाठ्यक्रम विकास विद्यालयका प्रधानाध्यापक, शिक्षक र समुदायका सदस्यहरू सम्मिलित एक सहयोगी प्रक्रिया हो । यस लेखमा स्थानीय पाठ्यक्रम विकास गर्ने प्रक्रिया, यसको विकासलाई प्रभाव पार्ने कारकहरू, सामना गर्नुपर्ने चुनौतीहरू, गणित विषय क्षेत्रको स्थान, स्थानीय पाठ्यक्रममा प्रयोग गरिने विधिहरू स्थानीय पाठ्यक्रमा गणित र स्थानीय पाठ्यक्रम अभ्यासको विष्लेशण गर्ने उद्देश्य राखिएको छ । नेपालमा स्थानीय पाठ्यक्रम विकास र कार्यान्वयन प्रक्रिया सामुदायिक आवश्यकताहरू, सरकारी नीतिहरू र उपलब्ध स्रोत साधनहरू जस्ता विभिन्न कारकहरूबाट प्रभावित छ। त्यसैगरी यसमा पाठ्यक्रम विकास प्रक्रियामा भएका विविध चुनौतीहरू र स्थानीय पाठ्यक्रमले शैक्षिक क्षेत्रमा समेट्ने महत्वपूर्ण पक्षहरूलाई समेत समावेश गर्ने प्रयत्न गरिएको छ ।
