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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education
Kshetree, Mukunda Prakash
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Education Mathematics Social Sciences Other

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MATHEMATICS EDUCATORS’ PERSPECTIVES ON CULTURAL RELEVANCE OF BASIC LEVEL MATHEMATICS IN NEPAL Acharya, Bed Raj; Kshetree, Mukunda Prakash; Khanal, Bishnu; Panthi, Ram Krishna; Belbase, Shashidhar
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.12955.17-48

Abstract

The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.
Mathematics educators’ perspectives on cultural relevance of basic level mathematics in Nepal Acharya, Bed Raj; Kshetree, Mukunda Prakash; Khanal, Bishnu; Panthi, Ram Krishna; Belbase, Shashidhar
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design
Co-Authors Acharya, Bed Raj Belbase, Shashidhar Khanal, Bishnu Panthi, Ram Krishna