Unit 5: Issues of Mathematics Education

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

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Social issues and problems in T/L of mathematics

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.

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.

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?

MCQ Question

1. Which of the following is not the boundary to be dwindled in mathematics education in order to harmonize society?
   1. Between boys and girls
   2. Between social groups
   3. Between slow and gifted students
   4. Between haves and have not
2. Which is not an issue for popularization of mathematics?
   1. Gifted child
   2. Exceptional child
   3. Gender differences
   4. Language
3. Which is not an issue for popularization of mathematics?
   1. Genius learner
   2. Science and technology
   3. Teaching/learning strategy
   4. War
4. State the major problems appeared in Popularization of Mathematics Education in the context of Nepal.
   1. Lack of qualified teachers
   2. Language barrier and cultural disconnect
   3. Urban-rural disparity in resources
   4. All of the above
5. Which of the following is not a cause of individual difference in learning?
   1. Learning habits
   2. Family environment
   3. Cultural background
   4. Educational achievements
6. The individual difference in learning is not caused by
   1. Learning habits
   2. Family environment
   3. Learning achievements
   4. Cultural background
7. What are the issues and problems in use of technology in teaching/learning mathematics in Nepalese schools?
   1. Lack of infrastructure
   2. Teachers’ low digital literacy
   3. Curriculum not aligned with digital tools
   4. All of the above
8. Which one of the following is not effective change strategy in education?
   1. Environment change
   2. Cultural transformation
   3. Institutionalization
   4. Individualization
9. Discuss the problems and challenges of Adult and Continuous Education System.
   1. Lack of policy support
   2. Social stigma and low participation
   3. Absence of relevant curriculum
   4. All of the above
10. The theme “Adult and Continuing Education in Mathematics Education” was emerged for the first time at
    1. Lyon Congress
    2. Adelaide Congress
    3. Seoul Congress
    4. Karlsruhe Congress

Subjective Question

1. Discuss the problems and challenges of Adult and Continuous Education System in the context of Nepal.
2. State the major problems appeared in Popularization of Mathematics Education in the context of Nepal.
3. What are the issues and problems in the use of technology in teaching and learning mathematics in Nepalese schools? Describe them with your own observations.
4. Identify the issues and problems in teaching and learning Algebra in schools for the 21st Century.
5. Explain the issues and problems in regard to teachers’ judgment in students’ mathematical works.
6. Assess the problems of teaching Applied Mathematics in our context.
7. Discuss the problems and challenges of ensuring equity in mathematics education with reference to gender, social groups, and rural-urban divide in Nepal.
8. How can the boundaries between "haves and have-nots", "boys and girls", and "gifted and slow learners" be reduced in mathematics classrooms? Suggest practical strategies.
9. Evaluate the role of curriculum and teaching materials in addressing (or reinforcing) inequalities in mathematics education at the school level.
10. Why is the popularization of mathematics important? Discuss the major obstacles to achieving “Mathematics for All” in developing countries like Nepal.