MATHEMATICS EDUCATORS’ PERSPECTIVES ON CULTURAL RELEVANCE OF BASIC LEVEL MATHEMATICS IN NEPAL
MATHEMATICS EDUCATORS’ PERSPECTIVES ON CULTURAL RELEVANCE OF BASIC LEVEL MATHEMATICS IN NEPAL
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数学教育者对尼泊尔基础数学文化相关性的看法
DOI：
10.22342/jme.12.1.12955.17-48
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发表时间：
2021
影响因子：
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通讯作者：
Shashidhar Belbase
中科院分区：
文献类型：
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作者：
B. Acharya;Mukunda Prakash Kshetree;Bishnu Khanal;Ram Krishna Panthi;Shashidhar Belbase
本文的主要目的是探讨数学教育者对尼泊尔基础数学文化相关性的看法。这项研究的设计涉及一种解释性定性方法，通过对五位特意挑选的在加德满都谷地五所高等教育机构任教的数学教育工作者进行深入访谈。每次采访都进行录音和转录，以进行编码和构建主题。出现的主要主题是用母语教学、情境化民族数学以及课程中的当地知识作为教学方法。 研究结果对基础数学课程设计者和教师具有一定的参考价值。该研究还补充了数学教学和课程设计的文化方面的文献。
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.