Unit 5: Issues of Mathematics Education

Unit 5 Overview

Browse the course units below.

Introduction

Issues in Mathematics Education

Social

Social issues in Mathematics Education

Cultural

Cultural issues in Mathematics Education

Evaluation

Evaluation issues in Mathematics Education

Ethno-mathematics

Issues in Mathematics Education

Individual Differences

Issues in Mathematics Education

Popularization

Issues in Mathematics Education

Research

Issues in Mathematics Education

Gender Difference

Issues in Mathematics Education

Technology use

Issues in Mathematics Education

Objective Questions

Old Questions

Subjective Questions

Old uestions

Issues of Mathematics Education

The goal of mathematics education is not only to teach mathematics, but to understand the ecosystem in which this teaching and learning occurs. In this chapter, we critically discuss about following issues in mathematics teching and learning, particularly in the context of Nepali classrooms.

1. Social issues and problems in T/L of mathematics education
2. Cultural role in T/L of mathematics education
3. Issues and problems in students' evaluation system
4. Challenges of T/L of mathematics in the 21st century
5. Popularization of mathematics education
6. Gender difference in mathematics education
7. Ethnomathematics
8. Individual difference of students
9. Special needs of students

An issue refers to a challenge, problem, or concern that requires attention or resolution. In the context of mathematics education, various issues impact the teaching and learning process. Issues in Mathematics Teaching brings together a number of key, and sometimes controversial, which will be of concern to all those who are teaching the mathematics, some of these issues are as follows

Social issues and problems in T/L of mathematics

Mathematics education is influenced by various social factors that affect student learning and achievement. Differences in language, social class, gender, and ethnicity can create barriers for some students, leading to unequal opportunities in the classroom.
School policies, such as ability grouping and a heavy focus on standardized test scores, may further widen these gaps. To ensure fair and effective learning, it is important to recognize and address these social issues in mathematics education.

Mathematics is often perceived as a neutral and objective subject. However, its teaching and learning are deeply embedded in social structures. For example, it is said that

Mathematics education is not a neutral enterprise. It is a social institution that reflects the values and power structures of the wider society." — Paul Ernest.

In the contex of Nepal: following concerns can be seen.

1. Economic Disparity
   Access to quality mathematics education is heavily influenced by socioeconomic status. A student in a well-resourced private school in Kathmandu has access to trained teachers, technology, and materials that a student in a remote public school in Karnali may not. This creates a "mathematics gap" that may reinforces social stratification.
2. Language Barrier
   As we will discuss in Ethnomathematics, the language of instruction (often English) can be a significant barrier. A student from a Nepali or Maithili-speaking home may struggle with word problems not because of a lack of mathematical understanding, but because of linguistic complexity.
3. Caste and Ethnicity
   Social hierarchies based on caste can also influence classroom dynamics. Students from marginalized communities (Dalits, Janajatis) may face implicit bias or lower expectations from teachers, negatively impacting their mathematical identity.

In your own schooling, what social factors (economic, geographic, linguistic) do you believe most significantly impacted students' success in mathematics?
How can a mathematics teacher create a "socially just" classroom that actively works against these structural inequalities?

Think about your mathematics classroom. Who gets the most help from school rules and resources? Do some students have more power or advantages than others? For example, if you checked exam results by race or other phenomenon, would you notice any unfair patterns? What do those patterns tell you?

Cultural Role in T/L of Mathematics Education

Culture is not separate from mathematics; it is the lens through which mathematical concepts are understood and valued.
Reference: Bishop, A. J. (1988). Mathematical Enculturation: A Cultural Perspective on Mathematics Education. He argues that " mathematics is a cultural product and that education is a process of "enculturation" into specific mathematical practices"-Bishop, A. J. (1988). Mathematical Enculturation.

In the context of Nepal

1. Collectivism vs. Individualism
   Nepali society is largely collectivist. However, traditional math classrooms often emphasize individual performance on exams. Can we incorporate more collaborative problem-solving that aligns with communal values?
2. Religious and Ritual Mathematics
   The intricate geometric patterns (mandalas) in Thangka paintings, the architectural principles (Vastu Shastra) used in temple construction, and the astrological calculations (Jyotish) are all rich in Nepal, culturally embedded mathematical practices. These are rarely good to connect in formal school mathematics.

How does the competitive, individualistic nature of examination system conflict with Nepali cultural values of cooperation?

Identify one local cultural artifact or practice from your community that involves sophisticated mathematical thinking. How could it be used in your mathematical lesson plan?

Issues and Problems in Students' Evaluation System

Evaluation system in Nepal often dictates what is taught and how it is learned. In Nepal, it is largely a summative, high-stakes system.
"When a measure becomes a target, it ceases to be a good measure." — Goodhart's Law.
So, our exams have become the target, distorting the true goal of mathematical proficiency.

In the context of Nepal

1. Rote Memorization
   The SEE (Secondary Education Examination) and university entrance exams often test the ability to recall formulas and apply standard procedures under time pressure. This discourages deep conceptual understanding, problem-solving, and creativity.
2. Limited Modalities
   Evaluation is almost exclusively paper-and-pencil based. There is little to no assessment of oral mathematical reasoning, project-based work, or practical applications.
3. Backwash Effect
   The exam content dictates classroom teaching ("teaching to the test"), leading to a curriculum that is narrow and devoid of the joy of discovery.

In the context of your local community, propose three alternative assessment strategies (e.g., portfolios, project work, peer assessment) that could provide a more holistic picture of a student's mathematical ability.

In the context of Nepal, what are the biggest systemic barriers to reforming the mathematics evaluation system in Nepal? and why?

Ethnomathematics

Ethnomathematics,a field of maathematics, pioneered by Ubiratan D'Ambrosio, studies the mathematical practices of distinct cultural groups. It validates non-Western ways of knowing and makes math education more inclusive. For example, this view is explained in a work by D'Ambrosio, U. (1985) through Ethnomathematics and its Place in the History and Pedagogy of Mathematics.

In the context of Nepal,

1. Indigenous Measurement Systems
   The mana, pathi, murhi for volume; haat for length. These systems are based on the human body and are contextually intuitive.
2. Indigenous Games
   Games like Bagh Chal (The Tiger Game) involve sophisticated spatial reasoning, strategy, and logical thinking.
3. Weaving and Craftsmanship
   The Newar community's pottery, the Tharu community's bamboo craft, and the intricate weaving patterns of various ethnic groups all embody complex geometric and symmetric concepts.

Choose one Nepali ethnomathematical example. How would you design a lesson plan that starts with this cultural example and bridges it to a formal mathematical topic in the national curriculum?

What are the potential pitfalls of "tokenistically" including ethnomathematics without genuinely valuing the knowledge systems it represents?

Individual Difference of Students

Students are not a monolith. They have diverse learning styles (visual, auditory, kinesthetic), multiple intelligences (logical-mathematical, spatial, interpersonal, etc.), and varying paces of learning. For example, there is a work by Gardner, H. (1983), whose book "Frames of Mind: The Theory of Multiple Intelligences" provides a useful framework for recognizing diverse cognitive strengths.

In the context of Nepal

1. Differentiated Instruction
   In a single Grade classroom, we may have a student who can solve algebraic equations with ease and another who struggles with basic arithmetic. A one-size-fits-all lecture fails both.
2. Linking to Strengths
   A student strong in verbal-linguistic intelligence might better understand a geometric proof if it is explained as a logical story. A student with strong bodily-kinesthetic intelligence might need to physically measure the angles and sides.

How can we practically implement differentiated instruction in a Nepali classroom of 50+ students with limited resources?

Reflect on your own "multiple intelligences." How did your strengths help or hinder your own learning of mathematics?

Also we know that some students are "diffentially able" with Special Needs. So, inclusive education is a right, not a privilege. This includes students with physical, cognitive, and learning disabilities. For example it is said that "mandates inclusive education at all levels" which Nepal has ratified- The UN Convention on the Rights of Persons with Disabilities (CRPD).

In the context of Nepal

1. Dyscalculia
   A specific learning disability in mathematics is often unrecognized, with students being labeled as "lazy" or "slow."
2. Visual/Hearing Impairment
   How do we teach geometry to a student who is blind? How do we explain a complex problem to a student who is deaf? We lack resources, trained teachers, and adapted materials.
3. Universal Design for Learning (UDL)
   This framework advocates for creating flexible learning environments from the outset. For example, providing multiple means of representation (using visuals, hands-on models, text), action & expression (allowing students to respond verbally, in writing, or with a model), and engagement.

What is the first, most critical step a school can take to become more inclusive for students with special needs, particularly in mathematics?

Popularization of Mathematics Education

Popularization of Mathematics Educationrefers making mathematics accessible, enjoyable, and relevant to the public, breaking the myth that it is only for a "select few."
In the context of Nepal

1. Mathematics Festivals
   Organizing local "math melas" with puzzles, games, and magic tricks can demystify the subject.
2. Media and Public Figures
   Collaborating with popular figures (e.g., comedians, musicians, athletes) to talk about the math in their daily lives.
3. Connecting to Local Issues
   Using mathematics to model and discuss public issues—calculating compound interest on loans, understanding statistics in public health, or analyzing population growth data.

Design an outline for a "Mathematics Awareness Week" campaign for your municipality.

Why is there a pervasive cultural narrative that "math is hard and boring" in Nepal, and how can we, as teacher educators, change this narrative?

Gender Difference in Mathematics Education

Research globally shows that there is no innate cognitive difference in mathematical ability between genders. However, significant performance and participation gaps are created by socio-cultural factors. For example, a research work of meta-analysis found that males and females are far more similar than different on most psychological variables, including mathematics.-Hyde, J. S. (2005). The Gender Similarities Hypothesis.

In the context of Nepal

1. Stereotype Threat
   The pervasive stereotype that "boys are better at math" can negatively affect girls' performance, a phenomenon known as stereotype threat.
2. Parental and Teacher Expectations
   Families may unconsciously invest more in sons' education or encourage them toward STEM fields, while directing daughters toward other pursuits.
3. Lack of Role Models
   The scarcity of visible female mathematicians, engineers, and data scientists in public discourse reinforces the idea that these are male domains.

What specific strategies can a teacher use in the classroom to ensure they are not reinforcing gender stereotypes about mathematical ability?

Does the gendered household responsibilities and safety concerns about girls impact their long-term engagement with mathematics? How?

Technology

Challenges of T/L of Mathematics in the 21st Century

The world has changed. The skills needed for the 21st century are different from those needed for the industrial age. For example, the four common skills needed today are "4 Cs": Critical Thinking, Communication, Collaboration, and Creativity, which is discussed in a work "The Partnership for 21st Century Skills (P21) framework".

In the context of Nepal

1. Technology Gap
   While students in urban areas may have access to graphing calculators and math software, many schools lack even basic electricity and internet. This creates a digital divide.
2. Relevance of Curriculum
   Are we teaching students to calculate by hand for hours, or are we teaching them how to use computational thinking to solve complex (given the formula to see), real-world problems like agricultural yield optimization?
3. Information Literacy
   In an age of information (and misinformation), mathematical literacy includes the ability to critically interpret data, graphs, and statistics presented in media.

How can we foster creativity and critical thinking in a mathematics curriculum that is currently dominated by procedural fluency?

In a resource-constrained environment, what are the most pragmatic and impactful technologies to integrate into math teaching?

MCQ Question

1. When the term popularization of mathematics was used for the first time?
   1. 1983 AD
   2. 1986 AD
   3. 1989 AD
   4. 1990 AD
2. Which is not an issue for popularization of mathematics?
   1. Teaching/learning strategy
   2. Science and technology
   3. Genius learner
   4. War
3. Which is not an issue for popularization of mathematics?
   1. Genius learner
   2. Science and technology
   3. Teaching/learning strategy
   4. War
4. Which is not an issue for popularization of mathematics?
   1. Gifted child
   2. Exceptional child
   3. Gender differences
   4. Language
5. Which of the following is not an aim of applied research?
   1. Extension of new knowledge
   2. Adaptation of knowledge
   3. Evaluation of knowledge
   4. Advocacy of knowledge
6. Which of the following is not component of research endeavors?
   1. Enquiry
   2. Evidence
   3. Theory
   4. None
7. Which one of the following is not an aim of applied research?
   1. Advocacy of knowledge
   2. Adaptation of knowledge
   3. Evaluation of knowledge
   4. Extension of new knowledge
8. What is the source of knowledge construction in empiricist view?
   1. Through social interaction
   2. Through mental schema
   3. Through sense organ
   4. Through networking
9. Which one of the following is not a type of qualitative research?
   1. Ethnography
   2. Case study
   3. Survey
   4. Narrative inquiry
10. In an intervention based action research process, which of following is usually recommended sequence?
    1. Plan, Act, Observe and Reflect
    2. Observe, Plan, Act, and Reflect
    3. Reflect, Plan, Act, and Observe
    4. Observe, Act, Reflect and Plan
11. Which is not a research component of Mathematics Education?
    1. Enquiry
    2. Evidence
    3. Theory
    4. Practice
12. What is the ontology in Qualitative research?
    1. Reality is single and objective
    2. Reality is undefine
    3. Reality is multiple and subjective
    4. None of the above
13. Which of the following is the most recent approach of carrying out researches in mathematics education?
    1. Cognitive approach
    2. Empirical approach
    3. Social and cultural approach
    4. Psychological approach
14. The research idea of concentrating in the experience of “Gifted practitioners” is connected to:
    1. Empiricist’s view
    2. Teacher’s view
    3. Intuitionist’s view
    4. All of above
15. Areas of research in mathematics education is taken as:
    1. Research on curricula, methods and materials
    2. Research on learning and the learner
    3. Research on teaching and the teacher
    4. All of the above
16. Which of the following view favors the experimental studies?
    1. Intuitionist’s view
    2. Empiricist’s view
    3. Teacher’s view
    4. None of the above
17. Which of the following is the most recent approach of researches in Mathematics Education?
    1. Social and Cultural
    2. Cognitive
    3. Socio-psychological
    4. Empirical
18. What is the assessment pattern (formative and summative) according to school curriculum at basic level?
    1. 30% formative - 70% summative
    2. 25% formative - 75% summative
    3. 50% formative - 50% summative
    4. 40% formative - 60% summative
19. The individual difference in learning is not caused by
    1. Educational achievements
    2. Family environment
    3. Cultural background
    4. Learning habits
20. The IQ level of mentally defective child is
    1. Below 70
    2. Below 80
    3. Below 60
    4. Above 140
21. The individual difference in learning is not caused by
    1. Learning habits
    2. Family environment
    3. Cultural background
    4. Learning achievements
22. The individual difference in learning is not caused by
    1. Learning habits
    2. Family environment
    3. Learning achievements
    4. Cultural background
23. Who coined the word “Ethno-mathematics” at first?
    1. Orey
    2. Ernest
    3. Cobb
    4. Ambrosio
24. Which of the following is a component of Ethno-mathematics?
    1. Cultural anthropology
    2. Mathematical modeling
    3. Institutional mathematics
    4. All of the above
25. Which of the followings is a component of Ethno-mathematics?
    1. Institutional Mathematics
    2. Mathematical modeling
    3. Cultural anthropology
    4. Above all
26. Which one of the following is not the boundary to be dwindled in mathematics education in order to harmonized society?
    1. Between boys and girls
    2. Between social groups
    3. Between slow and gifted students
    4. Between haves and have not

Subjective Question

1. Explain the issues and problems in regard to teachers’ judgment in students’ mathematical works.
2. Explain the issues and problems in regard to Teachers’ Judgment in students’ mathematical tasks.
3. Argue for the 'issues on assessment system' at school level mathematics with example.
4. Critically examine the issues and problems of teaching and assessment in mathematics in the context of Nepal.
5. What do you understand by ‘Individual difference in learning Mathematics’? Write down its causes.
6. Give critical appraisals to address the issues of ethno-mathematics in the context of Nepal. W
7. Why is Ethno-mathematics an issue in mathematics education? State and compare ethno-mathematics with global mathematics.
8. State and briefly explain Ethno-mathematics with example. Discuss the recent trends of qualitative and quantitative research in mathematics education with their major types.
9. What is popularization of mathematics? Write the importance of popularization of math-education with suitable examples.
10. Write down your views on popularization of mathematics education. Illustrate its major issues in the context of Nepal.
11. State the major problems appeared in Popularization of Mathematics Education in the context of Nepal.
12. Give critical appraisal on the issue "Popularization of mathematics education" Discuss about the three traditions of research in mathematics education with suitable examples.
13. State the major problems appeared against Popularization of Mathematics Education in Nepal.
14. Why ‘social context’ is considered as an issue in Mathematics Education? Discuss on it with examples.
15. Why do the social context being an issue in mathematics education? Discuss with example.
16. How do different issues—gender difference, individual difference, and students with special needs—hinder classroom teaching? Elaborate with your idea to make classroom inclusive.
17. What does it mean to say 'Gender difference in Mathematics Education'? State the agendas proposed by UNESCO for gender equality in Mathematics Education.
18. What are the issues and problems of using technology in teaching/learning Mathematics especially in Nepalese schools? Describe them with your observation.
19. What are the issues and problems in use of technology in teaching/learning mathematics in Nepalese schools? Describe them with your own observation.
20. Explain the trends in mathematics education research. Discuss Empiricist, Intuitionist and constructivist views in research of mathematics education with suitable examples.
21. Discuss about the three traditions of research in mathematics education with suitable examples.
22. Describe the three components of research in Mathematics Education with suitable examples. State Intuitionist's view in the research.
23. Compare the Empiricist's and Constructionist's views in the research of mathematics education.
24. Compare Empiricist’s and Constructivist’s views with reference to researches in mathematics education.
25. Explain the areas of research in mathematics education. Compare Empiricist’s and Constructivist’s views with reference to researches in Mathematics Education.
26. What are the major areas of research in Mathematics Education? Describe them briefly.
27. Explain the recent trends in research of mathematics education.
28. Compare the Empiricist’s and Constructivist’s views in the researches of Mathematics Education.
29. Why action research is important in mathematics education? Explain action research cycle with example in brief.
30. Why do academic experts prefer Action Research to improve classroom teaching/learning situation? Illustrate its different stages.
31. Why do academic experts prefer Action Research to improve classroom teaching/learning situation? Illustrate its different stages.
32. What is action research for teachers, and what are the challenges that teachers face when doing action research?
33. How is the importance of Action Research in classroom teaching/learning practices? Illustrate its different stages. State Intuitionist’s view in the research.
34. State the importance of Action Research in classroom teaching/learning practices. Illustrate its different stages.