Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Teaching and Learning Issues in Mathematics in the Context of Nepal

Version 1 : Received: 4 June 2017 / Approved: 5 June 2017 / Online: 5 June 2017 (06:13:28 CEST)

A peer-reviewed article of this Preprint also exists.


In this paper, we discuss major issues of mathematics teaching and learning in Nepal. The issues coming from theories such as social and radical constructivism suggest that teachers are not trained to use such approach in teaching mathematics, and there is a lack of teaching aids and materials and technological tools. The issues related to social aspects are gender issues, language issues, social justice issues, and issues related to the achievement gap. The cultural issues are related to the diversity of language and ethnicity. The issues related to political aspects are equity and access, economic status, pedagogical choice, and professional organizations and unions. The issues related to technology include the technological skills, use of technology, and affordance. Finally, we suggest that all the stakeholders should pay attention to resolving these issues by improving the curriculum, training teachers, resourcing the classroom with locally made and new technological tools.


teaching and learning ıssues in mathematics; social ıssues in mathematics education; cultural ıssues in mathematics education; political ıssues in mathematics education; technological ıssues in mathematics education


Social Sciences, Education

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Received: 10 August 2017
The commenter has declared there is no conflict of interests.
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