Abstract
This study explored the challenges faced by mathematics teachers in promoting social justice in teaching and learning in mathematics in high schools in Nepal. An interpretive qualitative research method was employed for collecting, analyzing, and interpreting data in an iterative process. An in-depth interview method was implemented to collect data from three mathematics teachers on challenges of social justice in mathematics classrooms at three public secondary schools in Kathmandu. A multi-layered thematic analysis and interpretation of the participant narratives from the interview data produced eight emergent themes: diverse students, working-class children, students' absenteeism, disengaging curriculum, students' different interests, non-participatory teaching, insufficient skills in using technology, and cultural differences. Pedagogical and policy implications are additionally considered.
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