Abstract
The main aim of this study is to investigate the challenges faced by teachers while conducting inclusive mathematics classroom practices and to explore the possible ways for promoting inclusive mathematics classroom practices. The design of this study was in qualitative nature within ethnographic approach. I took interview with mathematics teachers and math educators as the research tools to collect the required data. I have maintained a dairy for the purpose of recording information at the time of interview with my key respondents. Every recorded data was transcribed, coded, build themes and triangulate themes. And, finally the study concluded with the findings: disengaged curriculum, non-participatory teaching/learning practice, follow monoculture practices in multicultural mathematics classroom, lack of technology integrated pedagogy, imbalance theory and practices were major challenges for implementing inclusive mathematics classroom practices. On the top of that, engaging students in the classroom, shifting from exams to diversified assessment, group work, use of technology appropriately, encouragement students to participate the learning process, using different strategies in teaching – learning mathematics in the classroom, teaching mathematics linking with students daily life context, implementing collaborative learning, implementing equity pedagogy in the mathematics classroom , teaching mathematics through dialogical approaches and comprehensive assessment system are found as the means for good inclusive practices.
Highlights
Nepal is mosaic of diversity and member of United Nations since 1955
Challenges Encountered in Implementing Inclusive Mathematics Classroom Practices I have articulated how the data collected and analysis
Information was collected through interview, informal communication, with teachers and mathematics educators during field visits
Summary
Nepal is mosaic of diversity and member of United Nations since 1955. Several casts and religious diversities define our social fabric. Several related documents about inclusive education motivated me, inclusive education addresses the diversity of learners, encourage active participation, collaboration, create childfriendly environment, child-centered pedagogy, respect individual difference and their culture in school as well as on classroom. Inclusive education (IE) has been defined as learning environment that promotes the full personal academic and professional development of all learners irrespective of race, class, color, gender, disability, sexual preference, learning styles and language (NCSNET, 1997). It welcomes all learners without any discriminations and provides education with capabilities as an equity based. I have influenced to discuss the understanding and practice of inclusive mathematics classroom practice through inclusive education on multicultural perspective
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