Students' Difficulties in Learning Mathematics: A Case Study // M.Ed Thesis // View PDF



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 !!! 

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Seminar on Teaching and Learning Issues in Mathematics Education











         In conclusion we discussed different issues of teaching and learning mathematics in relation to theoretical, social, cultural, political, and technological aspects. Pointing to the problems and challenges could be an easy task whereas providing a feasible solution is a challenge for us. We would like to discuss some practical, pedagogical and curricular measures to resolve these issues in the context of Nepal. We realized that there should be more research studies to understand the nature and gravity of these issues and their impacts in teaching and learning mathematics and their consequences in general in Nepal. The discussion above might give us a glimpse of these issues and it provides some feedback to the teachers, parents, curriculum planners and policy makers about the issues related to mathematics curriculum, emergent practices and pedagogy in the teaching and learning mathematics in the context of Nepal.

Bikash Bhusal 


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    Thank you................... , Bikash Bhusal


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    Thank you..........., Bikash Bhusal


    GeoGebra, Latex and Mathematica files

    GeoGebra : 

    GeoGebra is an interactive geometry, algebra, statistics and calculus application, intended for learning and teaching mathematics and science from primary school to university level. GeoGebra is available on multiple platforms, with apps for desktops, tablets and web.

     Latex :

     LaTeX is a system for high-quality technical typesetting. Most mathematicians and many other people use LaTeX to typeset papers, exams, books, and more.LaTeX, computer programming language used for typesetting technical documents. LaTeX is a free software package created in 1985 by the American computer scientist Leslie Lamport as an addition to the TeX typesetting system. LaTeX was created to make it easier to produce general-purpose books and articles within TeX.

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    स्थानीय पाठ्यक्रम निर्माण : अनिवार्य की आवश्यकता // सेमिनार पत्र // विकाश भुसाल


                 प्रस्तुत सेमिनार पत्र “स्थानिय पाठ्यक्रम निर्माण : अनिवार्य की आवश्यकता” भन्ने शिर्षकमा केन्द्रित रहेको छ । जसको उद्धेश्यहरु स्थानिय पाठ्यक्रम निर्माणमा विद्यालयको भुमिकाको वारेमा र स्थानिय पाठ्यक्रम निर्माण सम्वन्धि नीतिगत व्यवस्थाको वारेमा अध्ययन गर्नु रहेको थियो । अध्ययनका लागि गुणात्मक अनुसन्धान विधि अन्तर्गत घटना अध्ययन ढाँचालाई छनोट गरिएको थियो । यस अध्ययनलाई उद्धेश्यमूलक नमूना छनोटको आधारमा अर्घाखाँची जिल्लाको “श्री जोगिमारे आधारभूत विद्यालय” मा मात्र केन्द्रित गरी गहन अन्तर्वार्ता तथा खुल्ला प्रश्नावलीलाई तथ्याङ्क संकलन साधनको रुपमा प्रयोग गरिएको थियो । साथै सम्वन्धित विद्यालयका प्र.अ,शिक्षक,विद्यार्थी तथा विज्ञहरुलाई उत्तरदाता(Respondents) के रुपमा छनोट गरी तथ्याङ्क संकलन गरिएको थियो र संकलित तथ्याङ्कलाई संगठन गरेर, त्यसको कोडिङ तथा थिमको निर्माण गरेर व्याख्या विश्लेषण गरी निष्कर्ष निकालिएको छ ।

                स्थानीय पाठ्यक्रम निर्माणका सम्वन्धमा शिक्षकहरुले विद्यार्थी, अभिभावक तथा समुदायका विभिन्न व्यक्ति, संस्था आदीबाट पाठ्यक्रम सम्वन्धि रायप्रतिक्रिया संकलन गरेर, विद्यार्थीहरुले आफ्ना रुचि, चाहना तथा आवश्यकताको वारेमा स्वतन्त्र विचार अभिव्यक्त गरेर आफ्नो भूमिका निर्वाह गर्न सक्छन भन्ने कुरा पत्ता लगाईएको छ । र त्यसैगरी नीतिगत व्यवस्था अन्तर्गत स्थानीय विषयवस्तु समेटी स्थानीय तह वा निकायको समन्वयमा मातृभाषा वा नेपाली भाषामा स्थानीय पाठ्यक्रम तथा पाठ्यपुस्तक विद्यालय आफैले निर्माण गर्न सक्नेछन र सोको अनुगमन सम्वन्धित गाउँपालिका वा नगरपालिकाबाट गर्नुपर्ने व्यवस्था रहको कुरा पनि पत्ता लगाइएको छ ।

                                                                                                                                   लेखकः विकाश भुसाल 

     सेमिनार पत्रको PDF मा यहाँ समावेश गरिएको छ ।

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     Click for View PDF




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