Research Article
Krishna Prasad Adhikari, Dirgha Raj Joshi, Krishna Prasad Sharma
Contemporary Mathematics and Science Education, Volume 3, Issue 2, Article No: ep22014
ABSTRACT
The aim of the research was to study the status of challenges in teaching mathematics online during pandemics and the factors associated with challenges. The study was based on a cross-sectional online survey and 442 mathematics teachers of school level have participated in this research. Mann Whitney and Kruskal Wallis tests were employed to find the significant result and path analysis was used to calculate the effect of socio-demographic characteristics on the challenges in teaching mathematics online. The results indicate that the level of challenges in teaching mathematics online was found to be significantly high. The relationship between the challenges found to be positively significant and the qualification, time of taking online classes, teaching level, and tools used for taking the online class are significant factors to determine the challenges in teaching mathematics online.
Keywords: online class, teaching mathematics, challenges, pandemic, Nepal
Research Article
Radha Devi Shrestha, Bal Chandra Luitel, Shashidhar Belbase
Contemporary Mathematics and Science Education, Volume 2, Issue 2, Article No: ep21010
ABSTRACT
There is limited evidence of underachieving students’ mathematical experiences and the challenges they face in mathematics classes in the context of Nepal. This study explores the lived experiences of underachiever students in learning mathematics in a public school in Kathmandu, Nepal. The study participants were three ninth-grade students (two females and one male) who failed mathematics and repeated the grade. A sequence of in-depth interviews was administered with each participant to explore their lived experience of mathematics. The participants’ narratives were constructed based on the temporal sequence of event analysis concerning their mathematics learning experience. Their narratives revealed three critical concerns in their experience of learning mathematics: mathematics is complicated, mathematics is abstract, and mathematics learning is rote memorization. Change of schools was one of the main reasons they had difficulty adjusting to the new environment, affecting their mathematics learning. Another concern they revealed was the obligation to support their parents during the out of school time or even during school time and being frequently absent in the class.
Keywords: underachievers in mathematics, learning mathematics, teaching mathematics, Nepal