The study sought to evaluate the goal of developing a student-friendly semester system in the context of Tribhuvan University, Nepal, by examining the teaching-learning and evaluation methodologies used in the semester system of mathematics education. Using a qualitative research methodology, this study was conducted. Three mathematics educators and six students were carefully chosen as the study's primary participants. Guidelines for interviews, observations, and focus group discussions (FGD) were utilized to collect data. Transcribing, coding, classifying, and producing themes sequentially were employed to examine the textual material. It was discovered that mathematics teacher educators utilized collaborative and communicative teaching-learning practices, resulting in more student involvement with learning. In addition, they have chosen a blended approach to instruction that emphasizes using information and communication technology (ICT) resources. They have been used in a variety of ways for teaching-learning mathematics. However, they have placed less emphasis on think pair and share tactics in the mathematics teaching-learning process. Thus, the delightful teaching of mathematics through digital tools, the Moodle platform, flipped pedagogy, art-based learning, and transformative techniques represented shifts in educational practices.
{"title":"Mathematics Pedagogies and Assessment Practices in Semester System at Tribhuvan University","authors":"B. Acharya, I. Rai, Liladhar Acharya, Niroj Dahal","doi":"10.3126/mefc.v7i7.54784","DOIUrl":"https://doi.org/10.3126/mefc.v7i7.54784","url":null,"abstract":"The study sought to evaluate the goal of developing a student-friendly semester system in the context of Tribhuvan University, Nepal, by examining the teaching-learning and evaluation methodologies used in the semester system of mathematics education. Using a qualitative research methodology, this study was conducted. Three mathematics educators and six students were carefully chosen as the study's primary participants. Guidelines for interviews, observations, and focus group discussions (FGD) were utilized to collect data. Transcribing, coding, classifying, and producing themes sequentially were employed to examine the textual material. It was discovered that mathematics teacher educators utilized collaborative and communicative teaching-learning practices, resulting in more student involvement with learning. In addition, they have chosen a blended approach to instruction that emphasizes using information and communication technology (ICT) resources. They have been used in a variety of ways for teaching-learning mathematics. However, they have placed less emphasis on think pair and share tactics in the mathematics teaching-learning process. Thus, the delightful teaching of mathematics through digital tools, the Moodle platform, flipped pedagogy, art-based learning, and transformative techniques represented shifts in educational practices.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123368739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The conventional banking model (Kalsoom, Kalsoom & Mallick, 2020) of rote-recall culture of pedagogical practices might promote subject-centric memorizing, rather than understanding and critical exploration of knowledge. Critical reflection might articulate the depth and breadth of experiences of learners and might build connections between the past, and present and construct a vision for the future. In pedagogy, different forms like poetry and autobiographical reflection capture learners' personal experiences and can be considered as one alternative model for a meaningful and critical understanding of the core complex phenomena of the diverse world. To this connection, the paper investigates critical self-reflection as one of the transformative tools utilizing Habermasian Knowledge Consecutive Interests (technical, practical, and emancipatory) as theoretical referent and metaphors as a tool for critical discourses of phenomena. This paper tries to explore, creating connections between the issues raised and the learner's experience, might articulate the depth and breadth of the learner's experiences through critical self-reflection. Among many ways to express critical reflection, the first entails having the capacity to uncover, scrutinize, and modify our deeply ingrained preconceptions in order to potentially bring about significant change (Mezirow, 1991) and placed a strong emphasis on critical action while reflecting on power relations (Brookfield, 1995) of the pedagogy practice.
{"title":"Critical Self-reflective Engagement to Improve Professional Development for a Teacher Educator","authors":"R. Aryal","doi":"10.3126/mefc.v7i7.54787","DOIUrl":"https://doi.org/10.3126/mefc.v7i7.54787","url":null,"abstract":"The conventional banking model (Kalsoom, Kalsoom & Mallick, 2020) of rote-recall culture of pedagogical practices might promote subject-centric memorizing, rather than understanding and critical exploration of knowledge. Critical reflection might articulate the depth and breadth of experiences of learners and might build connections between the past, and present and construct a vision for the future. In pedagogy, different forms like poetry and autobiographical reflection capture learners' personal experiences and can be considered as one alternative model for a meaningful and critical understanding of the core complex phenomena of the diverse world. To this connection, the paper investigates critical self-reflection as one of the transformative tools utilizing Habermasian Knowledge Consecutive Interests (technical, practical, and emancipatory) as theoretical referent and metaphors as a tool for critical discourses of phenomena. This paper tries to explore, creating connections between the issues raised and the learner's experience, might articulate the depth and breadth of the learner's experiences through critical self-reflection. Among many ways to express critical reflection, the first entails having the capacity to uncover, scrutinize, and modify our deeply ingrained preconceptions in order to potentially bring about significant change (Mezirow, 1991) and placed a strong emphasis on critical action while reflecting on power relations (Brookfield, 1995) of the pedagogy practice.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123541335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main purpose of this study was to explore the undergraduate level female mathematics student’s identities construction in Nepal. The study adopted narrative inquiry methodology with four female participants from Tribhuvan and Kathmandu University, Nepal. There is an attempt to explore how females have been able to construct identity with the barriers they cope up with while making their career. Vygotsky's cultural- historical activity theory was the theoretical meniscus. The result revealed that female mathematics teachers struggled with societal bars, discrimination, transitional phase, setting up identity mark point during the process of constructing student’s identity at undergraduate level. The result revealed that during this phase, every female student face challenge and take steps towards their career which in turn out to be a milestone for their empowerment as well as identity construction. This research encourages, motivates, inspires and empowers every female mathematics students who aims to shape up their identity in mathematics field.
{"title":"Undergraduate Female Mathematics Student's Identities","authors":"Tara Paudel, Bal Chandra Luitel, B. P. Pant","doi":"10.3126/mefc.v7i7.54785","DOIUrl":"https://doi.org/10.3126/mefc.v7i7.54785","url":null,"abstract":"The main purpose of this study was to explore the undergraduate level female mathematics student’s identities construction in Nepal. The study adopted narrative inquiry methodology with four female participants from Tribhuvan and Kathmandu University, Nepal. There is an attempt to explore how females have been able to construct identity with the barriers they cope up with while making their career. Vygotsky's cultural- historical activity theory was the theoretical meniscus. The result revealed that female mathematics teachers struggled with societal bars, discrimination, transitional phase, setting up identity mark point during the process of constructing student’s identity at undergraduate level. The result revealed that during this phase, every female student face challenge and take steps towards their career which in turn out to be a milestone for their empowerment as well as identity construction. This research encourages, motivates, inspires and empowers every female mathematics students who aims to shape up their identity in mathematics field.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116422066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raj Kumar Tyata, Niroj Dahal, B. P. Pant, Bal Chandra Luitel
The declining interest of learners in mathematics in the learning process has resulted in poor achievement (Yeh et al., 2019). To get rid of these poor achievements, we explored project-based teaching in four topical areas (e.g., mathematical concepts of coordinate geometry, trigonometry, sequence, and series) in the school mathematics. This paper results from observing changes in engagement of learners in learning mathematics by motivating them through the project-based learning (PBL) guided by two theories – knowledge constitutive interests (Habermas, 1972), and collaborative and cooperative learning under the paradigms of interpretivism and criticalism. In this ethos, PBL is an “engaging and learner-directed approach that provides equal opportunities for students to explore their knowledge and understanding” (Thomas, 2000, p. 12). More specifically, we adopted the 'action research' method with the secondary level students (Grade IX) of one of the institutional schools in their classrooms. The information was collected by observing and recording the changes seen in consecutive seventeen days. The research landed that project-based learning is an appropriate pedagogy for engaged learning. The study revealed that the students were motivated while they got opportunities to interact in the projects. Moreover, the findings show that PBL is helpful to engage the learners through questioning, pair/group discussion, discovery learning, and concept mapping.
学习者在学习过程中对数学的兴趣下降，导致成绩不佳(Yeh et al.， 2019)。为了摆脱这些不良成果，我们在学校数学的四个主题领域(如坐标几何、三角、数列和级数的数学概念)中探索了基于项目的教学。本文通过观察学习者在两种理论指导下的基于项目的学习(PBL)——知识构成兴趣(Habermas, 1972)，以及解释主义和批判主义范式下的协作和合作学习——来激励他们学习数学的参与度变化。在这种精神下，PBL是一种“参与式的、以学习者为导向的方法，为学生探索他们的知识和理解提供了平等的机会”(Thomas, 2000，第12页)。更具体地说，我们采用了“行动研究”的方法，对其中一所机构学校的中学生(九年级)的课堂进行了调查。通过连续观察记录17天的变化来收集信息。研究表明，基于项目的学习是一种适合于参与式学习的教学法。研究表明，当学生们有机会在项目中互动时，他们会被激励起来。此外，研究结果表明，PBL有助于通过提问、结对/小组讨论、发现学习和概念映射来吸引学习者。
{"title":"Exploring Project-Based Teaching for Engaging Students' Mathematical Learning","authors":"Raj Kumar Tyata, Niroj Dahal, B. P. Pant, Bal Chandra Luitel","doi":"10.3126/mefc.v6i6.42398","DOIUrl":"https://doi.org/10.3126/mefc.v6i6.42398","url":null,"abstract":"The declining interest of learners in mathematics in the learning process has resulted in poor achievement (Yeh et al., 2019). To get rid of these poor achievements, we explored project-based teaching in four topical areas (e.g., mathematical concepts of coordinate geometry, trigonometry, sequence, and series) in the school mathematics. This paper results from observing changes in engagement of learners in learning mathematics by motivating them through the project-based learning (PBL) guided by two theories – knowledge constitutive interests (Habermas, 1972), and collaborative and cooperative learning under the paradigms of interpretivism and criticalism. In this ethos, PBL is an “engaging and learner-directed approach that provides equal opportunities for students to explore their knowledge and understanding” (Thomas, 2000, p. 12). More specifically, we adopted the 'action research' method with the secondary level students (Grade IX) of one of the institutional schools in their classrooms. The information was collected by observing and recording the changes seen in consecutive seventeen days. The research landed that project-based learning is an appropriate pedagogy for engaged learning. The study revealed that the students were motivated while they got opportunities to interact in the projects. Moreover, the findings show that PBL is helpful to engage the learners through questioning, pair/group discussion, discovery learning, and concept mapping.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132972480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we establish a common fixed point theorem for three pairs of self mappings in semi-metric space using compatible mappings of type (R) which improves and extends similar known results in the literature.
{"title":"Common Fixed Point Theorems Using Compatible Mappings of Type (R) in Semi-metric Space","authors":"U. Rajopadhyaya, K. Jha","doi":"10.3126/MEFC.V5I5.34762","DOIUrl":"https://doi.org/10.3126/MEFC.V5I5.34762","url":null,"abstract":"In this paper, we establish a common fixed point theorem for three pairs of self mappings in semi-metric space using compatible mappings of type (R) which improves and extends similar known results in the literature.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130440940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we consider a system involving two-species living in the same environment and describe the model for their population growth presented by Lotka and Volterra. The model is the foundation for the development of many other models. The model is known as Predator-Prey Model or Lotka-Volterra system. In more modern theories, there will be multiple species each with their own interactions but we will limit ourselves to this simpler but highly instructive classical system. We shall cover various standard tools for analysing such systems. We shall discuss dynamic solutions, equilibrium solutions and phase curves that best illustrate the phenomena.
{"title":"Analyzing Predator-Prey Model","authors":"Laxman Bahadur Kunwar","doi":"10.3126/mefc.v4i4.26361","DOIUrl":"https://doi.org/10.3126/mefc.v4i4.26361","url":null,"abstract":"In this article, we consider a system involving two-species living in the same environment and describe the model for their population growth presented by Lotka and Volterra. The model is the foundation for the development of many other models. The model is known as Predator-Prey Model or Lotka-Volterra system. In more modern theories, there will be multiple species each with their own interactions but we will limit ourselves to this simpler but highly instructive classical system. We shall cover various standard tools for analysing such systems. We shall discuss dynamic solutions, equilibrium solutions and phase curves that best illustrate the phenomena.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126187339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.
这篇文章描绘了生活经验，是作为学习者、教师、教师教育者和教育研究者的教学实践的探索，重点关注教师和学生之间的关系，从传统的教学和学习方法转向变革的方法。基于从中学到大学的数学学生的生活经验，以及不同时期不同机构的数学教师，本文的目的是研究和探索根深蒂固的行为实践，并寻求在师生关系方面朝着变革/建设性的学习和教学方法转变，以保持尼泊尔下一代的教学质量。采用解释性、批判性和后现代研究范式来拥抱多范式研究设计(Taylor, Taylor & Luitel, 2012)，我们在本研究中使用自动民族志作为融合研究方法。此外，自动民族志调查还帮助我们从不同的角度审视教学、文化和语境学习，作为学生、教师、教师教育者和教育研究者，从而为解释、转换和设想提供了空间。我们的想法是，学生积极参与学习，社会和文化的制定和变革的教学法促进我们的实践更有意义，并以学生为中心，从而发展亲切的关系。在这篇文章中，我们对发展师生友好关系的看法略有不同。
{"title":"Teacher-Students Relationship and its Potential Impact on Mathematics Learning","authors":"Niroj Dahal","doi":"10.3126/mefc.v4i4.26357","DOIUrl":"https://doi.org/10.3126/mefc.v4i4.26357","url":null,"abstract":"This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113932926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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