Mathematics Pedagogies and Assessment Practices in Semester System at Tribhuvan University

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.