**Abstract**This study entitled "Students' difficulties in
learning mathematics: A case study" is the emerging field of mathematics
education in Nepal. The main objectives of this study were to
explore the causes of difficulties faced by the students in learning
mathematics and also to explore the ways to improve the interest of students in
learning mathematics. The approach
of this study was a case study under the qualitative research method. This study was bounded on Mahendra Ratna
Campus, Tahachal and Sanothimi Campus, Bhaktapur. This study was only related
to the students studying mathematics in B.Ed. and also, the respondents of the study were two mathematics teachers, six
mathematics students, and their parents. Classroom observation, in-depth
interviews, and document analysis were used as tools of data collection.

This study found that mathematics teaching-learning ways in the selected
colleges were good but not excellent. All the students were taught based on
equality rather than based on equity. Teachers did not
teach the mathematical problems in connection with students’ daily life and
also most of the teachers taught mathematics only based on exam-oriented.

Also, this study found
that misconception and pupil’s weak perception about mathematics subject, students
not being able to spend enough time to learning mathematics at home, lack of
students previous knowledge in subject matter, the learner does not have his
interest, lack of teachers teaching technique, teachers should not teach the
mathematical problems in connection with students’ daily life, teachers should
not motivate the students to learn mathematics and teachers should always give
priority only to the good students and not give opportunities to the weak
students in the classroom are the main causes of students difficulties in
learning mathematics. And also this study found that to use digital technology
in the mathematics classroom, to
teach mathematical problems in a practical way rather than theoretical way, to use cooperative
learning method in the mathematics classroom, to motivate the students for mathematics learning in
the classroom, to teach the mathematical problems in connection with students’ daily life,
to conduct the national/school level awareness
program about mathematics subject, to use the student-centered method in
classroom are the main ways to improve the interest of students’ in learning
mathematics.

** Background of the Study**

I am a mathematics student. I have been studying mathematics continuously
for the last 17 years. When I was in grade nine, I started to study optional
mathematics, and then I did start to get excited about mathematics. After that,
in the upper classes, I continued to learn mathematics and continued to enjoy
it. By the time I was studying for a bachelor's level, I was beginning to be
matured, and I began to associate connected mathematics with my daily life. And I was motivated to
solve the problems that came up in my daily life through mathematics.
Similarly, when I started studying at the master's degree level, I started to
take mathematics not only as a subject, I began to see mathematics as my life,
my profession, and my career. Based on the time I have spent in mathematics and
in my experience, the school level mathematics seems to be related to helps the problem solving of our daily
life. But the undergraduate level mathematics seems to be related only to a
large amount of study, rote learning contents, memorization, and also related
to only exam-oriented learning.In this way, I found a lot of difference between I studied at school level
mathematics and I studied at undergraduate level mathematics. In this way, I
felt that mathematics which was easy at the school level, but while I was studying
at the undergraduate level, I felt mathematics was a bit difficult subject.

**Statement of the Problem**

In Nepal, the school education system
has introduced mathematics as a compulsory subject under grade 10 and an
elective/optional subject in grade 11/12 (Aryal, Shrestha & Regmi, 2019). It
shows that mathematics has been placed as an important subject in school education.
It provides a platform for the development of entire mathematics education as
well as a foundation for the higher study of science and technology. In general
mathematics learning helps people to understand and interpret the quantitative
except living and natural phenomena. In my experience, people who have not
studied mathematics beyond grade 10 consider mathematics as a more difficult
subject than other subjects, and in the same way, I have seen that even the
senior people who have spent their entire life in mathematics also considered mathematics
as a difficult subject and assume that only talented students can study mathematics.

Students
are losing their interest in science and mathematics in Nepal (Joshi, 2017) the finding of this
study generated many questions. Why the interest of students in studying mathematics
is decreasing? The reason for this
decreasing interest of students in learning mathematics is that mathematics is a difficult subject?
Or, is it due to an ineffective
teaching-learning process? Is mathematics really a difficult subject or we have
made it difficult? Why the number of
students studying mathematics is constantly decreasing? I was curious to study
about why so many students have taken mathematics as a difficult subject. Therefore, I am
interested in studying this area. I am also a mathematics-related person, so it is
necessary for me to study about how to increase the number of students studying
mathematics, how to teach mathematics effectively, and how to improve the
interest of students in learning mathematics. Therefore, this topic has become
a problem for me and I got to connected with this problem.** **

** Thank you !!! **

** For Direct Download Link;**

** Download**

** To view the entire research file in PDF, Click the google drive link below;**

**View PDF/Google Drive **