Mathematics Education Forum Chitwan最新文献_第2页

Mathematics Pedagogies and Assessment Practices in Semester System at Tribhuvan University 特里布万大学学期制数学教学与评估实践

Mathematics Education Forum Chitwan Pub Date : 2022-12-31 DOI: 10.3126/mefc.v7i7.54784

B. Acharya, I. Rai, Liladhar Acharya, Niroj Dahal

{"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":"140 1","pages":"0"},"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}

引用次数: 0

Critical Self-reflective Engagement to Improve Professional Development for a Teacher Educator 批判性自我反思参与促进教师教育的专业发展

Mathematics Education Forum Chitwan Pub Date : 2022-12-31 DOI: 10.3126/mefc.v7i7.54787

R. Aryal

{"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":"17 1","pages":"0"},"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}

引用次数: 0

Undergraduate Female Mathematics Student's Identities 数学专业本科女生的身份认同

Mathematics Education Forum Chitwan Pub Date : 2022-12-31 DOI: 10.3126/mefc.v7i7.54785

Tara Paudel, Bal Chandra Luitel, B. P. Pant

引用次数: 0

Exploring Project-Based Teaching for Engaging Students' Mathematical Learning 探索项目化教学在学生数学学习中的应用

Mathematics Education Forum Chitwan Pub Date : 2021-12-31 DOI: 10.3126/mefc.v6i6.42398

Raj Kumar Tyata, Niroj Dahal, B. P. Pant, Bal Chandra Luitel

{"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":"20 1","pages":"0"},"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}

引用次数: 0

Common Fixed Point Theorems Using Compatible Mappings of Type (R) in Semi-metric Space 半度量空间中(R)型相容映射的公共不动点定理

Mathematics Education Forum Chitwan Pub Date : 2020-12-31 DOI: 10.3126/MEFC.V5I5.34762

U. Rajopadhyaya, K. Jha

引用次数: 0

Analyzing Predator-Prey Model 分析捕食者-猎物模型

Mathematics Education Forum Chitwan Pub Date : 2019-11-15 DOI: 10.3126/mefc.v4i4.26361

Laxman Bahadur Kunwar

引用次数: 3

Teacher-Students Relationship and its Potential Impact on Mathematics Learning 师生关系及其对数学学习的潜在影响

Mathematics Education Forum Chitwan Pub Date : 2019-11-15 DOI: 10.3126/mefc.v4i4.26357

Niroj Dahal

{"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":"87 2","pages":"0"},"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}

引用次数: 16