Academic Journal of Mathematics Education

Exploring the Relevance of Advanced Mathematical Knowledge for Secondary-Level Instruction

2024-03-14T07:24:23+00:00

The usefulness of advanced mathematics in teaching is referred to as its relevance for secondary-level mathematics instruction. This paper is based on research that explores teachers' views on the relevancy of advanced mathematics and their expectations from advanced mathematics courses for teacher preparation programs. Ten secondary-level mathematics teachers participated in this study. semi-structured interviews with open-ended questions and focus group discussions were utilised for data collection and thematic for data analysis. The finding indicates that advanced mathematics is relevant for developing mathematical proficiency, mathematical, and logical thinking, knowledge of mathematical context mathematical activities and increased problem-solving skills and professional competencies. Along with advanced mathematical knowledge, technological and research knowledge, and skills are expected from undergraduate teacher preparation courses. Therefore, it is suggested to incorporate the expected form of knowledge in the teacher preparation program.

Exploring Challenges Towards Learning Mathematics Among Secondary School Students in Nepal

2024-03-14T07:50:41+00:00

Mathematicians had been concerned with everyday problems. However, today's students are uninterested in learning mathematics. The main objective of this research is to identify students' challenges to learning mathematics. Employing an interpretative research paradigm, the study utilizes a narrative research design involving eight students from public and private schools in the Kaski district. To achieve the research objective, in-depth interviews were conducted with research participants. I had narrated views about challenges towards learning mathematics from my participants. After analysis and interpretation of data, challenges towards learning mathematics were difficulties in learning mathematics, negative perception and external pressure, disruption in learning environment and foundation, changing teacher and lack of support, enjoyment in mathematics practice and fear of teacher, barriers in conceptual clarity and guidance, obstacles in effective mathematics teaching and disinterest, unclear teaching and insufficient support respectively. Moreover, Students face a multitude of challenges in learning mathematics, including issues related to teacher behavior, lack of motivation, the current curriculum, low parental socio-economic status, ineffective teaching strategies, poor home environments, low academic achievements, math anxiety, impractical curricula, and traditional teaching methods.

Impact of Classroom Environment on High School Students' Mathematics Anxiety

2024-03-14T11:44:30+00:00

This study is aimed at identifying the relationship between classroom environment and mathematics anxiety of students. Adopting a quantitative data analysis procedure, it has been revealed that there exists a significant negative correlation for the scales for teacher’s support and learning mathematics anxiety and mathematics evaluation anxiety. It has also been identified that learning environment scales and learning mathematics anxiety include significant, negative and independent relationships in relation to teacher's support, investigation, task orientation and equity. Acknowledging teachers as catalysts in pedagogical practice, the study shows that they can play a pivotal role in easing mathematics learning byreducing mathematics anxiety.

Dilemma in Designing a Mathematics Curriculum: Descriptive Versus Prescriptive Approach

2024-03-14T11:56:02+00:00

Developing Nepal's mathematics curriculum is a challenging task, requiring a crucial decision between prescriptive and descriptive curriculum approaches. This study examines prescriptive and descriptive curriculum approaches, their features, and their importance in developing school-level mathematics curriculum. Conversely, the Nepalese school mathematics curriculum predominantly exhibits a perspective and vertical structure. This study conducts a comprehensive comparative analysis of prescriptive and descriptive curriculum approaches, evaluating their objectives, limitations, and applicability. Based on the available literature, the study suggests that the collaborative curriculum model may be a suitable approach. This model involves the central government in curriculum benchmark design, with state governments defining specific educational goals and actively incorporating local input, ensuring a holistic approach to shaping the school math curriculum. The collaborative model shows promise in effectively addressing contemporary challenges in math teaching and learning issues in school mathematics, ensuring inclusivity and relevance for math learners, and paving the way for a brighter future. Additionally, this study highlights the importance of prioritizing learner identity, fostering ownership of learning, and addressing the unique needs of local communities, states, and the nation. This contributes to greater equity in society and globally.

Use of Freire's Conscientization in Mathematics Learning

2024-03-14T12:08:49+00:00

Conscientization in mathematics refers to the process by which students develop a critical awareness of the world view through education with their life experiences in mathematics learning. This qualitative study to analyze the use of Freire's conscientization in mathematics learning. The information was collected through secondary data as research articles, archival documents related with reliable sources. The conclusion showed that by using Freire's conscientization students develop a critical awareness of the world through education with their real-life experiences in mathematics. It advocated critical pedagogy in which teachers and students learn together through dialogue and it always welcomes critical analysis in the mathematics learning. The study has implication in mathematics learning, students share their experiences with other classmates in small groups as contextual teaching strategies in mathematics. It is recommended that a new relationship between teachers and students as well as society for an effective mathematics teaching strategy should be developed.

From Home to Classroom: Investigating Girls' Participation in Secondary Level Mathematics

2024-03-14T12:27:57+00:00

This study explores the nuanced journey of girls' participation in secondary level mathematics, investigating the influences of early experiences at home and dynamics within the classroom. Focused on Grade IX students in Gurbhakot Municipality, Surkhet, the research adopts a quantitative approach through a survey design. Five secondary schools were selected using a convenience sampling method, aiming for diversity in community and geographical locations. Data collection involved Likert Scale points, encompassing 30 statements related to girls' participation in mathematics. The analysis revealed key insights, including positive attitudes towards academic engagement, varied opinions on gender perceptions, strong familial support, favorable learning environments at home, and diverse views on societal and parental influences. The study's significance lies in addressing a critical gap in literature by examining the transition from home to the classroom, offering valuable insights for educators and policymakers to enhance gender equity in mathematics education. The findings suggest areas for improvement, such as addressing gender perceptions, improving communication between parents and teachers, and enhancing the appeal of mathematics classes. Recognizing positive aspects, like strong family support and student interest, can contribute to fostering a more inclusive learning environment.

Journeying Towards Transformative Mathematics Teacher through Critical Self-Reflection

2024-03-14T12:46:06+00:00

In this autoethnographic study, I have critically explored my past experiences as a student, teacher, and educational researcher. This study shows my transformation from a traditional practitioner to a critical and culturally responsive mathematics teacher. The main purpose of this study is to portray the episode of critical self-reflection on my experiences of engaging mathematical activities, aiming at improving my practices as a teacher, practitioner-researcher and an educator by exploring students' mathematical ideas constructed through de/contextual teaching. Through this autoethnographic research, I have critically reflected upon my experience and I explored the possible ways of using cultural heritage that is contextualized in mathematics class. To analyze critically the narratives, I employed three theories: living education theory, sociocultural theory and, transformative theory. I positioned myself as a ontology, is multiple subjective realities. I am guided three paradigms such as interpretivism, criticalism and postmodern research paradigms. During this study, I came to realize that culturally decontextualized mathematics education is not able to encourage teachers to implement empowering mathematics pedagogy in meaningful learning of mathematics. In addition, transformative learning plays a vital role in learning mathematics by through contextual teaching and learning in which constructivist and precarious viewpoints empower both teachers and students to observe their views and values to build knowledge through critical self-reflection.

Comparative study of Euler's method and Runge-Kutta method to solve an ordinary differential equation through a computational approach

2024-03-14T15:01:56+00:00

Euler’s and Runge-Kutta's methods are used to solve ordinary differential equations. Euler’s methods become appropriate method for solving the equations. When the steps are small, they give reasonably accurate results. However, if the steps are not so small, the Runge-Kutta method is preferred to solve the problem. This paper uses the Python program to show the results of both methods. This computational approach shows that the Runge-Kutta method is better for small steps at solving differential equations than Euler’s method.