Basanta Raj Lamichhane

Saptagandaki Multiple Campus | SMC · Mathematics Education

Assessment of learning (AfL) has been taken as one of the significant tools for assessing the students' learning outcomes in the educational landscape of Nepal and possibly other countries as well. However, it generally segregates the learners into two mutually exclusive groups of success and failure rather than exploring teaching-learning status f...

This research explores two methods through which ten preservice math teachers develop an understanding of trigonometric values. Using the unit circle, preservice math teachers engage in knowledge-building activities such as paper folding and GeoGebra application. Grounded in Altman and Kidron's 2016 didactical design research, this study examines t...

As mathematics educators, we have grown up in the post/positivist research culture that ignores and devalues local cosmological knowledge systems and realities, ways of knowing and empathic values which have grown out of non-Western countries. Post/positivism further becomes the powerful weapon of imposing colonial/imperial practices in mathematics...

Technology-integrated pedagogy creates an engaged learning environment that supports conceptual, relational, and procedural understanding. This study explores the roles of the GeoGebra Application (GA) in teaching trigonometry. The data were collected after and before the seven-day online training programs on using GA in teaching trigonometry throu...

AI-based chatbots are appearing as a powerful tool for solving mathematical algorithm problems. These chatbots, trained on extensive datasets and natural language models of text and/or code, can understand and generate mathematical expressions. They can show step-by-step solutions to math problems and explain the associated concepts. This paper eva...

Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, con...

We have encountered the views of research as apolitical, ahistorical, aculture, and value free: the most powerful weapon for the imposition of Western-Eurocentric thought. It does not embrace the voice and epistemology of Othered people. Against this backdrop, we offer significant features of postcolonial autoethnography. It has three major attribu...

Conventional mathematics teaching-learning activity seems unable to foster creative, critical and reflective thinking in learners because it incorporates transmissionist pedagogy. A piecemeal, linear and reductionist approach prevents holistic learning that results in the mindless replica of mathematical knowledge, facts, skills and algorithms. It...

Conventional mathematics education practice glorifies the hypothetico-deductive reasoning and accompanying reductionist and piecemeal pedagogy and pushes us into the grips of pouring and 'one-size-fits-all' approach (Freire, 1993; Luitel, 2009; Lamichhane, 2021). It is still being practiced and occupies the dominant role in our schools and universi...

Abstract The conventional banking model (Kalsoom, Kalsoom & Mallick, 2020) of rote-recall culture of pedagogical practices might promote subject-centric memorizing, rather than understanding and critical exploration of knowledge. Critical reflection might articulate the depth and breadth of experiences of learners and might build connections betwee...

The history of mathematics education in Nepal had not been explored until the end of the twentieth century. After exploration, it was not included in mathematics curricula due to the invasion of western modern mathematics since 1853. It is quite disheartening that the students who graduated from the university remained ignorant about Nepal's mathem...

Engaged learning in mathematics is essential to students' success and has a significant role in creating a transformative path in mathematics education. Considering this, this editorial attempts to highlight the role of behavioural, cognitive, affective and agentic aspects of engaged learning. It is impossible to bring all aspects of this complex a...

In this paper, I have tried to explore hegemonic western cultural worldview which heavily influences the traditional disciplinary egocentric curriculum practices. Western hegemonic culture's overriding inspirations in mathematics education have established western modern worldviews, culture, and traditions as universal standards. Through the so-cal...

In this paper, I will attempt to explore visions of TAS in mathematics education that is more integrative, empowered, and contextual, opposing narrowly conceived post/positivist perspective embedded in mathematics education practices. The main essence of TAS is to develop creative, critical, imaginative, and reflective thinking among the learners b...

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been u...

This paper describes major attributes, orientations and intentions of mathematics curricula from pre-modern to postmodern era. In the pre-modern era, permanent truth and knowledge were thought to descend from the superhuman, incorporated in mathematics curriculum. It largely focused on enhancing literal meanings and algorithms. In the modern age sc...

It is our great pleasure to come up with our fourth issues of Mathematics Education Forum Chitwan (MEFC) as a peer-reviewed journal.

p> The main purpose of this paper is to explore the present mathematics assessment practices in local and global contexts. For this, I decisively review educational policies, practices, curricular documents and contemporary researches. In doing so, I select the Finland, China, USA, as they have stood in the significant positions in an international...

In this research, I tried to explore the teachers' beliefs about the nature of mathematics and pedagogical practices. For this purpose, I selected three secondary level mathematics teachers of Lalitpur district of Nepal. I deployed the methods of in-depth interviews, narratives and informal communication to grasp the essence of their experiences ab...

p>This paper deals with the teachers' beliefs about mathematics and relations with their instructional practices based on contemporary literatures and my own experiences. Beliefs have generally been perceived through the personal experiences and interactions with immediate environment and setting. Philosophical beliefs have in the central positions...

Early Grade Mathematics Curriculum

The purpose of this paper is to discuss the strategies used by the teachers for promoting social justice in the math classroom. An interpretive qualitative research method was applied for data construction, analysis and interpretation through an iterative process. Three math teachers and their three students (one for each teacher) were selected as...