Teachers' Perspectives on Revitalizing Paurasty Culture in Mathematics Classrooms

Abstract

This article explores the pedagogical roles of Paurasty cultural patterns in mathematics classrooms in Nepal. The Paurasty cultural patterns are also related to Hinduism, a major religion in Nepal, with more than 80 percent of the population following Paurasty/Hindu culture. The objective of the study was to check the pedagogical roles of Paurasty culture in mathematics classrooms in Nepal. This quantitative study conducted with teachers from 78 schools in Rukum West explored the pedagogical role of Paurasty cultural patterns in mathematics classrooms. The Likert scale-based data collected through the convenience sampling method was analyzed using SPSS. The results showed a significant presence of Vedic rituals in the classroom and teachers’ positive attitudes towards them. The study suggests that Paurasty cultural values should be used in balance with secular education, acknowledging them as important social factors. It contributes to the debate on alternative pedagogies in mathematics education, especially as ritual pedagogy is seen as a potential alternative approach in the Nepali context.