Academic Journal of Mathematics Education <p>The Academic Journal of Mathematics Education is a peer-reviewed publication of the Council for Mathematics Education, Surkhet Branch that is devoted to the different disciplines of Pure Mathematics as well as Applied Mathematics. It includes research papers, book reviews and general articles on Mathematics and Mathematics teaching.</p> Council for Mathematics Education, Surhet Branch en-US Academic Journal of Mathematics Education 2645-8292 <p>© Academic Journal of Mathematics Education</p> Digital Pedagogy: An effective Model for 21st Century Education <p>Prior to COVID-19, very few teachers had introduced technology to deliver teaching learning activities. While COVID-19 created a sudden and unexpected situation, it has motivated large number of teachers to utilize digital tools in curriculum, pedagogy, and assessment. With this emerging context of technology use for 21<sup>st</sup> century education, student have already started to learn from their personal handheld devices, but teachers are navigating unparalleled challenges to manage students learning and classroom pedagogical skills using digital tools. This gap is seen between technology innovation, race of todays’ learners, and pace of pedagogy governance. In this context, this paper articulates a framework for teacher to ensure effective use of Digital Pedagogy (DP) for 21<sup>st</sup> century education through designed based action research carried out to master's students of mathematics education at Central Department of Mathematics Education (CDED), TU during the academic year 2017 (Aug-Dec). The study participants were 126 third semester students taking a course "Differential Geometry". The used tools are DP model, mathematics achievement test (MAT) and semi-structure interview guideline. Based on the analysis of data, it is found that DP is effective model to adopt modern student-centered pedagogical practices, where the focus is on students’ learning and emergent activity, rather than teacher’s lectures and teacher-led activities.</p> Bed Prasad Dhakal Copyright (c) 2023 2023-05-01 2023-05-01 5 1 1 9 10.3126/ajme.v5i1.54534 MATLAB-Based Visualization of Helical Structures and Their Applications <p>A helix is a type of smooth space curve, i.e. a curve in three-dimensional space. This study aims to present a MATLAB-based approach to visualize helical structures and to demonstrate their applications in various fields. As a qualitative study, primary and secondary sources of data have been consulted. Primarily, observing the real-life activities of humans and secondly, the analysis of archival documents such as related research articles, analytical books, and related reports. In conclusion, most of the architectural work in the world is possible by different types of geometrical design through the helix. It also found that we can visualize the different types of helices by using MATLAB in mathematics teaching. The implication of helix is everywhere in different fields and areas such as constructing a basket, screw, etc. Finally, we used helical concepts related to daily life activities in the field of instruction in the mathematics classroom.</p> Bhim Bahadur Rokaya Copyright (c) 2022 2022-12-31 2022-12-31 5 1 10 19 10.3126/ajme.v5i1.54576 Retaliation Between Students Engagement and Academic Achievement: A Case of Tribhuvan University, Nepal <p>Students' devotion to learning with their learning activities refers to engagement in learning. This paper is based on a study aimed to examine the impact of students' engagement on their academic achievement. The survey design was adopted to conduct the study. Only 335 students by using accidental sampling were included in the study. Likert-type scale was adopted for data collection and SEM was used to analyze the data. The result showed that student learning engagement significantly predicts their achievement. Moreover, among cognitive, affective and behavioural only the affective domain significantly predicts achievement. It is concluded that belief and attitude were the main driving factors for university-level students about their learning. Thus, belief and attitude need to be strong toward learning for a good level of achievement rather than what they say and do in the classroom.</p> Deb Bahadur Chhetri Copyright (c) 2022 2022-12-31 2022-12-31 5 1 20 28 10.3126/ajme.v5i1.54536 Use of Ability Grouping in Mathematics Teaching <p><span class="fontstyle0">Grouping by ability refers to procedures of classes formation based on students' academic achievement. The main purpose of the study is to analyze relation between ability grouping and mathematics achievement at secondary level. As a qualitative study, the information has been collected through research articles, books, and reliable documents. It is found that their ability grouping is more beneficial to high-level students rather than low level-students. Also it is found that the majority of mathematics teachers and gifted/talented student have positive attitudes towards grouping by students' abilities. It is recommended that mixed-ability grouping should be used in the context of mathematics classrooms in Nepal.</span></p> Jasbir Roka Copyright (c) 2022 2022-12-31 2022-12-31 5 1 29 32 10.3126/ajme.v5i1.54554 Students’ Reflection in the Virtual Classroom <p><span class="fontstyle0">The main objective of this research was to increase the students’ interaction and find the effectiveness of online class from the students’ perspectives. The action research methodology has been applied during Covid-19 period when the mode of instruction was fully virtual. A survey was conducted at the end of the year to find the perception of students towards online classes. The sample consists of 83 students of grade 9 from Kaski district who had been studying mathematics by virtual mode. The main problem was that there was very little interaction between the teacher and the students in the virtual classroom and interest of students was very low towards learning mathematics. Upon regular treatment for a couple of months, students began to show the sign of interaction by asking many more questions as well as sharing their problems with the teachers and participated in each and every activity in the virtual class. To the end 45.8% of students responded that the online class was effective and beneficial for them. </span></p> Khadak Raj Adhikari Copyright (c) 2022 2022-12-31 2022-12-31 5 1 33 37 10.3126/ajme.v5i1.54558 Ethnomathematics and Curriculum: Ethnography in Limbu Community <p>This study was carried out to see the indigenous practices and the hidden knowledge of mathematics in the ancients' artifacts in the Limbu community, Chuhandada, Tehrathum, Nepal. The entire research process of the study was guided by the Interpretivism paradigm followed by observation of documents and daily used artifacts which can be blended in local curriculum. Nepal is a multicultural, multilingual, multiethnic country with diverse flora and fauna. We have many artifacts and local mathematical practices in different communities. So, the purpose of this paper is to introduce the concept of Ethnomathematics and its relevance use in lively classroom activities. This paper seeks to provide a comprehensive concept of some of the current and recent scholarly literature concerning Ethnomathematics and the applicability of Ethnomathematics as a practical teaching approach, particularly for underrepresented students.</p> Krishna Prashad Bhatt Smiriti Kandangwa Copyright (c) 2022 2022-12-31 2022-12-31 5 1 38 50 10.3126/ajme.v5i1.54559 Pedagogy for the Future in the Context of Nepal: An Exploration with Critical Mathematics Education <p>Critical mathematics education undermines the neutrality of mathematics teaching and learning; it confronts societal barriers and suppression, social justice, and opens up new pathways for students to participate in social and political life. This paper intends to analyze critical mathematics education and how it can be used as a tool to create a bright future for mathematics in Nepal by altering teaching pedagogy and applying it to practice. For this study, the search engine Google, Google scholar, Eric, and ProQuest were used. Three major themes were explored: thoughts of teachers towards critical mathematics education, mathematics education in relation to society, and technology-based teaching. To discuss the result content analysis on the themes were used. This study finds that optimistic attitude, innovation of teachers, and the use of critical pedagogy appear to be too responsible for the bright future of mathematics. To attain the objectives, our teachers must be enthusiastic, knowledgeable about information and technology, and critical and reflective.</p> Krishna Prasad Sharma Chapai Copyright (c) 2022 2022-12-31 2022-12-31 5 1 51 60 10.3126/ajme.v5i1.54574 A Researcher's Methodological Approach in a Dissertation of Master of Philosophy in Mathematics Education in Nepal <p>This paper explores on methodology approach applied for explaining assessment of mathematics to excavate assessment practices of students and teachers at secondary level in the context of Nepal. The paper uncovers the methodology section of a dissertation entitled "Assessment in Secondary Level Mathematics: A Narrative Inquiry" submitted to Nepal Open University to acquire a degree of masters of Philosophy in Mathematics Education. I portray the related phenomena to my research questions from ontological, epistemological, axiological, and rhetorical considerations. Then I describe methodological considerations related to research paradigm, research design, and sampling of data. Furthermore, I explore the data collection and analysis of my study, dividing it into different subheadings. I have thrown light on quality standards and ethical consideration followed in the research. The paper further excavates the data analysis, data interpretation of the methodology section of the dissertation. Finally, the paper concludes with discussion and conclusions about the applied methodology to conduct the study on mathematics assessment at secondary level in Nepal.</p> <p><span class="fontstyle0"> </span></p> Yubaraj Bhattarai Copyright (c) 2022 2022-12-31 2022-12-31 5 1 61 74 10.3126/ajme.v5i1.54575