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.
