Teaching-learning practices of mathematics in semester system: A case study of Tribhuvan University, Nepal
Bed Raj Acharya 1 , Indra Mani Rai 1 , Liladhar Acharya 1 , Ram Krishna Panthi 1 , Niroj Dahal 2 *
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1 Tribhuvan University, Kirtipur, Kathmandu, NEPAL2 Kathmandu University School of Education, Hattiban, Lalitpur, NEPAL* Corresponding Author

Abstract

This study explores the practice of mathematics teaching and learning in the semester system in Nepal. Three teachers and six students of Master of Education from the Faculty of Education, Tribhuvan University (TU) were selected purposively for the interview. In addition, 21 students were also selected for focused group discussion (FGD), and classroom observation and FGD were used to collect information from the participants in the study. Thematic analysis is used in the study. It is concluded that the semester system at TU, Central Department of Education, particularly in mathematics, has a radical shift in pedagogical practices. There is the provision of supportive internal and external evaluation systems to promote multiple skills and knowledge in mathematics or the holistic development of learners. The assessments were to encourage and motivate the students in learning. The study supported to enhance the weakness of teaching-learning activities in the semester system. It is the supportive document for effective teaching-learning in the semester system for Nepal.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, 2023, Volume 3, Issue 2, Article No: em038

https://doi.org/10.29333/mathsciteacher/13165

Publication date: 01 Jul 2023

Online publication date: 06 Apr 2023

Article Views: 1161

Article Downloads: 793

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