education in nepal

Constructivism approach in mathematics class room

2012-01-14T07:35:00.001-08:00

Background
SLC is the first examination which is conducted from national level for our students. In B.S. 2067, 397759 students participated in this examination but only 55.5 % students passed this exam. Mainly major subjects like mathematics, English and science are subject where many students fail. Over all subject-wise judgment nationally is not fair in number but one truth is true that day by day students’ fail rate in mathematics comparatively to other subject is rising highly. There are several reasons but one important reason is our traditional teaching method. Very old and traditional and parroting way of teaching learning method cannot cover the coverage of mathematics and finally students are going to be weaker and weaker day by day from junior class to senior classes.
Mathematics is also a language, it has its’ own symbols and terminologies with some specific meaning. Mathematics learning depends upon chain where learners’ pre-knowledge plays vital role. When students have some difficulties in previous concept, ultimately, it harms to learn and innovate new concept. In Nepal, only after 10 -12 years school education, students’ achievement is checked in so-called standard form but before that many students fall in trouble and gone in dark sky. SLC result is made only the way to check every one like teacher, student and school. At that time when someone pupils fail in mathematics then every type of charges is under that specific teacher or school which is very unfair. So that every mathematics teacher should think a new way of positive solution, which here is going to discuss as another teaching method “Constructivism in Mathematics Class Room”.
Introduction
Constructivism is taken as a learning theory but still there is a debate that it is a learning theory or it is a model of knowing which uses learning theory to correlate some known and unknown concepts in class room. Any way, we use it in mathematics class room very effectively with better conceptual and coverage learning. Here students participate directly and teacher remains as a guide or facilitator. Students are encouraged to participate in class room activities, correlate their pre-knowledge, construct new knowledge and accept it. A mathematics deal on logic, for logical experiments, society is needed, so, mathematics class is taken as a society. That’s why social constructivism is also a theory where learners gather, talk, discuss, do experiments and find out the conclusions. Development of mathematical proofs should be socially agreed, mathematical knowledge is also a part of society. In psychological constructivism, learner participates according to his or her past knowledge, their psychological interests and development stages. The main difference between social and psychological constructivism is the focus of learner, both say knowledge is built in brain. In social constructivism, influences from society, peer group and other external factor affect in learning process but in psychological constructivism, learners mind set, development stages and nearly surroundings affects.
Major principles to facilitate constructivism learning are as follows (According to Brook and Brook 1993):
a. Posing problems relevance to students: Students do activity but it does not mean that they do what they want. Teacher move the students in planning, so teacher is always be in preparation.
b. Structuring learning around primary concepts: Teacher manage the class room environment according to students’ pre-knowledge and get knowledge in depth with big picture.
c. Seeking and valuing students’ point of view: Teacher is always ready to listen students’ view so that it can direct the experiment or discussion towards objectives according to their interest.
d. Adopting curriculum to address students’ suppositions: Teacher is flexible to go with students’ support to get success. It is really difficult to manage for teacher.
Constructivism approach believes in knowledge. The creation of knowledge and its application is the main focus point of this approach. Here nature of knowledge required for teacher and student is defined as follows (Hendry, 1996):
1. Knowledge exists in the mind of people only: classroom, black board, teacher, books etc are only tools; student must work out in mind to get knowledge.
2. The interpretation gives according to knowledge: When teacher ask any query in classroom discussion then students reply according to their previous knowledge, teacher explain the materials and theories on existing norms and values.
3. Knowledge can never be certain: Knowledge of teacher is not fixed, when new environment comes then person defines accordingly.
4. Knowledge is constructed through perceptions and action: Knowledge of teacher and student is changing day by day according to the person’s perception-action about this content.
5. Construction of knowledge requires time and energy: Construction of knowledge is not easy task but it gives satisfaction and pleasure after getting. It needs more effort and contribution of the learners’.
Constructivism approach allows the students how they interact on mathematical relations within and with other disciplines, teacher does not dominate the class, students are encouraged to go deeply through possible solutions. Teacher, let them to search the better way of solution, use them in society whether they use calculator or computer or paper pencil which does not matter. Constructivist philosophy do focus on how and what new knowledge is integrated by using pre-knowledge by the help of teacher, books etc.
Role of teacher
According to behaviorist that teachers are the tellers of truth, as a transmitter, math teacher knows many things about mathematics but constructivist wants to change the role of teacher from transmitter to facilitator. Teacher creates positive environment of class room by asking favorable questions, organize students’ work carefully in prompt. So teacher must be in plan before taking class. Every required material and their uses should teach before starting the lesson like some time teacher should guide the use of graphic calculator or protractor. Class room must be managed properly in sound and friendly environment, lesson plan and materials should be student favorable. Teacher’s main role is in planning that how to involve and way out them in correct direction and diversity of their out puts, activities, interests should be taken easily by teacher.
According to Perkins and Smerdon, a constuctivist teacher has the following characters:
- Encourage and accept student autonomy and initiatives.
- Use raw data and primary sources as far as possible along with manipulative, interactive and physical materials.
- Use cognitive terminology such as “classify”, “analyze”, “create” etc when framing task.
- Allow student response to drive lessons, shift instructional strategies and alter content.
- Inquire students’ understanding before sharing their own understandings.
- Encourage student in dialogue or activity with teacher and students.
- Encourage to ask thoughtful and open-ended questions with teacher and students.
- Allows time to think, create relationship and construct metaphors after asking questions.
- Summarize the discussion or activity according to students’ thought which is true.

Role of student
Students in constructivism approach learn in resourceful environment, a lot of materials within class room direct them in new knowledge. They actively collect the information, assemble them by using their pre-knowledge and try to gist it. May be they do mistakes but it does not hinder them. In Nepal, we may say our class room is not well managed with materials but constructivist approach suggests to use local manipulative materials. Teacher with apple or bread for fraction, rope for number line, marbles and stones for algebraic addition, black board for rectangle and parallel line etc are enough materials.
Students work in group or individual to identify the problem, built hypothesis, collect information and give conclusions. They actively engage in activity, encourage others and make good example of society. They give strong voice on their own logic but accept and respect others view as well can enjoy in diversity of responses and encouraged to drill, draw, write and other form of expressions. Really students are like social being in sense.

Main problem in mathematics and its solution
Nepal with low mathematical practical knowledge gives many negative effects in society and unusual problems arise because of different reasons. Here main problems among many in mathematics teaching-learning process are focused as follows with solutions from constructivist view.
Math-anxiety
According to Piaget, Pre-operational stage (two to six years) is the main age to learn language but that language is associated with some physical object. At this time children have some characters like egocentric, reversibility, no conservation skill and no logic skill. We teacher teach them by lecture method so that they never enjoy mathematics, feel boring and dry subject. From this stage we send our children far from mathematics then they never encourage to learn mathematical skills. Teacher should use local materials and correlate mathematics with daily life by playing or enjoyable way according to their development stage. Manipulative materials should use in the beginning to learn the concept and inter-relate this skill in another place without using these materials is true learning because learning should be transferable. Math anxiety starts from pre-operational stage and cumulate in higher ages.
Basic Mathematics skill Achievement
Our classes X students feel difficult to add some fractions by using LCM. Where is the problem? They never make their true conception about vector except definition and some calculations then how do they understand theories in physics? Basic mathematics skill must be taught thoroughly with good conceptions so that they can construct new concepts like bricks in wall of a house. If finding median is needed to teach in t-test in statistics then it is not possible to use constructivism approach. Mathematics is a chain, if student have gap in junior knowledge then senior classes’ effort is useless. So, basic concept of mathematics is built by constructivism, not effective by other method.

Problems to use constructivism approach in class room
- Expert role in mathematics class changes to facilitator role which transformation is very hard for teacher.
- Noise level of your class room is obviously increased which may be problem for our traditional schools.
- Students may be undisciplined because their role also been changed.
- Class room teaching takes much time. If students have lack of previous knowledge then it is about to impossible to use this approach.
- Teacher must be well plan to motivate the class room activity in well path concept in subject matter.
- Lack of infrastructures.

What constructivist mathematics is not?
Here student participate directly but it does not mean that students ‘discover’ new math knowledge. Piaget used one term ‘Reflective Abstraction’ which means power of generalization and abstraction from reflecting on one’s actions. Example: When a boy learns counting from 1 to 10 now and you give first 10 oranges then he can count easily, if you add 2 more then either he counts 11, 12 or again starts from 1. If he already had some experience in reflection of counting breads or marbles, he is able to solve the problem by imagining them in his mind otherwise he cannot. If a teacher uses material but does not try to use reflective abstraction, it means connection between object to image and picturing in child’s brain is not complete so that lacking of connection between object to word/concept/theory gives no meaning.

Criticism
Constructivism has some criticisms. Mathematics needs drill and practices but constructivism approach does not believe on it. Mathematical formulas are discovered by Discovery Method then why should say constructivism instead of Discovery? All mathematical problems cannot solve by students then there is no alternative than teacher for this solution, here constructivism does not work. Some says that constructivism makes student slow.

Conclusion
Decision to choose teaching approach is in teachers’ hand but some factors determine before to select the teaching approach in the class room like number of students, nature of subject matter, physical structure etc. Using only one approach in the class room is tedious and boring, no one want same taste always. Constructivism approach is better to use in junior level and in the conceptual teaching in mathematics. Very few fundamental mathematical concepts are made really understandable to school children by other than this approach.

Comparative study on Mathematical achivement between Deaf and Normal studnets

2008-09-13T04:52:00.000-07:00

CHAPTER-I
INTRODUCTION

1.1 Background of the Study

Mathematics is the queen of science and the language of nature. Evolutionary needs brought our mind to prefer knowledge that can be employed for the solution of specific problems in the real world rather than deeply abstract ones. It is an understandable and even excusable fallow that there are useful fields of maths and useful ones, based on the perception of their applied or theoretical nature. But it's still a misconception. Each there and discovery is a little piece of a larger puzzle that we conveniently categorize into aptly labeled are perceived and useful today because they are applicable is every field.
According to Sidhu (1990) "Mathematics is the numerical calculation related to human life and knowledge. It enables us to solve mathematical problem in our daily problem in our daily life, develop mental discipline through cultivating the habit of concentration and self –reliance. Prepare for technical job such as accounts, math teaching, auditing, engineering etc. and develop the power of thinking and reasoning. So, we had taken mathematics as a way of thinking means of communications and tools of reflexive thinking".

There is imbalance between population growth & agricultural production, because population growth rate is higher in comparison to agricultural production. Because of this situation, thousands of people are suffering from starvation & malnutrition. The numbers of handicapped people is increasing day by day, because of the starvation and malnutrition, which also cause loss in haring power. Heredity, loud sounds of vehicles & industries are loss responsible for increasing the number of deaf people. The deaf people can't study easily like normal students. They need special education for which different types of teaching learning materials, training & trained teachers are required.

As we glance on the history of Education for Deaf, the first special education was established in Handford C.T. in 1817 for the instruction of deaf by Rev. T. Gallander. In 1911, New Jersey, America because the first state to have compulsory education for deaf.

In Nepal, special education for handicapped started with the establishment of blind section in Laboratory School Kirtipur in 1964. In 1966, a school for deaf and visually impaired was established Bal Sangathan, Naxal in Nepal. After this non-government school for handicapped students, Khagendar Newajeevan Kendra run under Nepal Andha Apagha. In 1974 under the chairmanship of education ministry, a special education committee was established for the coordination of special education committee was established of special education programme and schools for deaf and visually impaired students. In 1981, schools for mentally handicapped were also established throughout the country. In 1985, Nepal Susta Sharwan Kalyan Sanstha was established in the economic support of Denish Federation of Hand of Hearing (LBH) for the preparations of teacher manual, teaching materials the management of been extended in Pokhara, Dharan, Rajbiraj, Bhairahawa and Surkhet. These deaf school are trying their best to educate the deaf children of deaf people receiving education has not been increased significantly, Hence it is obvious that quaantitive growth in the field of deaf education in Nepal is not satisfactory. Teaching deaf pupils is a more difficult and complex job than teaching normal pupils. Deaf school teachers need special educational training but training opportunities for them are scare because special education training instructions are abundant in the country.

It is already mentioned that mathematics education is necessary to almost all students whether they are normal or handicapped in their daily life. But some primary level students are also because of heredity & several other causes. It is not easy job to provide them education. So, it is now becoming the emerging challenge for the movement to manage quality education for the handicapped students. The emerging challenge for the government to manage quality education for the handicapped students.

Nepal government has made mathematics education compulsory subjects even in lower level. All the students including deaf & normal should be taught this subject. Method of teaching may be different according to the situation & desires like normal students. Deaf students have also their own needs & desired likes normal students. So, theses students are inspired to go to school and receive their education.

People behave with differently handicapped students in comparison to the normal students in our society. It is said that it is said it is the result of evil work of former birth. Because of this concept handicapped students are always dominated which leads them back than normal studies. These kinds of beliefs & behaviors are completely wrong. It is neither the result of evil work of former-birth nor the punishment of god. But, it is the result of malnutrition, careless of their parents & lack of knowledge. Deaf students are also a member of their parents & lack of knowledge. Deaf students in our concept towards deaf & handicapped students avoiding super situation and traditional behavior.

Deaf students can also work if they get good opportunities like normal students. They can be also an independent citizen if we provide them qualities education. So, every family, society & country should pay attention to create & provide them the favorable environment with love for vocational education & employment."

The ancient education of Nepal based on religious belief. Then after in the developmental stages of education Sanskrit education was popular. But in this modern era, various disciplines of education are in practice. However, mathematics was also included in curriculum alone with the development of education. Mathematics was prescribed & taught as a separate subject in primary level from the beginning of 20th century.

1. 2 Statement of the Problem
The problem of this study is mainly concerned with the comparison of mathematics achievement of grade seven normal & deaf students. So the study intends to answer the following questions:
I. Does the mathematics achievement of normal students differ from the deaf students in lower secondary level?
II. Does the mathematics achievement of normal boys differ from the deaf boys?
III. Does the mathematics achievement of normal girls differ from the deaf boys?
IV. Does the mathematics achievement of deaf boys differ from deaf girls in lower secondary level?
V. Does the mathematics achievement of lower secondary levels is differ by districts?

1. 3 Significance of the Study:
Mathematics plays the important role in daily life of human. Mathematics is the language of science and as such uses carefully defined terms and symbolic representation that enhance ability to communicate. Mathematics is an organized body of knowledge in which each proposition follows as a logical consequence of proved proposition or assumption. Everyone needs mathematics and deaf students cannot gain better education without it. The NESP curricula (1971) status the importance of mathematics in the following world: mathematics like language is a basis tool of communication. Daily transactions and communications involve the frequent use of mathematics concepts. These it is quite natural that mathematics language is school education. It is also says that a well grounded understanding of mathematics is an essential for every day life as for higher study in the field of science students determine how and in what aspect they could contributes how and in what aspect they could to the development of the nation. The community further, mathematics learning helps the students understand and interpret served important questions aspects of living.

Until now, no national-wide research study about comparative study on deaf student's achievement in mathematics has been undertaken in Nepaql, through some research reports and some mathematics or mathematics educations surrey tell that the majority of heaving handicapped students can't do better than that of their sighted fellows in mathematics with reference to this context but it has not been done any one research which one is further gripped get better achievement in mathematics education. So it is hoped that this research shall contribute to obtain and use the empirical data to formulate expended or evaluate the concerned theory or findings.
The significance of this can be summarized in the following points:
I. It will be helpful for the school mathematics teacher to evaluate their students' achievement.
II. It will be beneficial to importance the mathematics education programme, instruction and teaching learning of mathematics to both deaf and normal students.
III. The study is also deemed to be significant as it would open the doors for further research in this area.

1.4 Objective of the study
The following objective has been formulated in the study.
I. To compose the mathematics' achievement of normal and deaf students in lower secondary level.
II. To compare the mathematics achievements of normal boys and deaf boys.
III. To compare the mathematics achievement of normal girls and deaf girls.
IV. To compare the mathematics achievement of learn secondary.
V. To compare the mathematics achievements of learn secondary level students by districts.

1.5 Research Hypothesis:

The research hypothesis formulate for this study are as follow:
I. There is no significance difference in mathematics achievement of deaf students and normal students.
II. There is no significance difference in mathematics achievement of deaf students and normal students.
III. There is no significance difference in mathematics achievements of that achievement of normal girls and deaf girls.
IV. There is no significance difference in mathematics achievements of deaf girls and deaf boys.
V. There is no significance difference in mathematics achievement of lower secondary level deaf student's districts.

1.6 Statements of the statistical Hypothesis
1. (Null Hypothesis)
(Alternative Hypothesis)
Above are parametric means of mathematics achievement of normal and deaf students.
2. (Null Hypothesis)
(Alternative Hypothesis)
Above are parametric means of mathematics achievement of normal boys and deaf boys.
3. (Null Hypothesis)
(Alternative Hypothesis)
Where are parametric means of mathematics achievement of normal girls and deaf girls?
4. (Null Hypothesis)
(Alternative Hypothesis)
Where are parametric means of mathematics achievement of normal girls and deaf boys ?
5. (Null Hypothesis)
(Alternative Hypothesis)
Where are parametric means of mathematics achievement of normal boys and deaf students of Kathmandu and for the districts?

1.7 Delimitation of the Study
This study is not a broad study. So following will be the limitation of the study.
(i) Only two districts (Kathmandu and Gorkha) will be included in this study.
(ii) Only normal and deaf students of class seven will be treated at the lower secondary level.
(iii) Only government aided lower secondary schools have been included.
(iv) The entire course of mathematics of grade seven will be covered.

1.8 Definition of the Related Terms used
(a) Achievement

Achievement in the study is defined in terms of the score obtained by the students on achievement test prepared by the researcher.

(b) Handicapper students
Those students who are physical, mental and emotional deformity which adversely affect the daily activities.

(c) Deaf Students:
These students who cannot hear and speak clearly and who use symbolic language have been treated as deaf students. Those students whose physical fitness and capacitates are same to other normal healthy students but cannot hear and speak properly have been known as the deaf students.

According to Hallahan and Kauffman (1978), there are two types of deaf.
(i) The longentitally Deaf: Than who born deaf.
(ii) The adventitiously Deaf: Those who were born with normal hearing but in whom the sense of hearing become non function later through illness or accident.

(d) Normal Students
Those students who are differ from handicapped students.
(e) Special Education
Special education means specially designed instruction.

CHAPTER-II
REVIEW OF RELATED LITERATURE
Review of related literature is an exacting task calling for a deep insight and clear prospective of the over all field. The main purpose of review of related literature is to find out what works have been done in the area of the research problem under study and what have been done in the field of the research study being under taken.

The related literature of the study will be taken in and but side of Nepal, for related literature, textbook dictionaries, journal, articles, education ional rules and child right research report from individuals and institutional thesis report and internet information will be study.

This chapter focuses on the review of the related literature relevant to the purpose and question addversed in this study.

A study conducted by Neupane (2001) on the topic "Mathematics achievement of primary school children of various ethnic group in Nepal" including 500 grad five children and their parents graduals from five ethnic group of western Development Region in Nepal, shaved that mathematics achievement of the children various by ethnicity sex and locations. Parents involvement and solve biographical factors affects the mathematics achievement of children, achievement level of will areas children in mathematics was supervisor to that of the Tarai school' area.

Effect of gender difference in mathematics achievement has attracted the attention of many researchers. In many researchers the boys are found better performance thane girls on mathematics achievement test. The first international association for the Evaluation of education achievement mathematics (IEAM) conducted a study in twelve different countries and showed that sex was related to mathematics achievement in almost all countries, the boys' achievement score was higher than the girls (ERID) (1980) further reported that there was a great difference between the achievement of boys and girls.

Subedi (2001) made a study a "The effectiveness of mathematics teacher attitudes to towards the visually impaired/ blind student's achievement in integrated schools. This study included 26 teacher (untrained trained and specially trained) of nine integrated school and their 30 students in Bagmati Gandaki and Dhawalahy zones. He conduced that the specially trained teachers healed significantly better altitude towards the blind students than that of the trained teachers.
According to 'American Annals of the Deaf', with the world increasingly on mathematics and problem solving ,the poor mathematics performance of deaf and hard of hearing students is caused for concern learning to read and write is a challenge for most deaf children's.
'Scottish sensory center' boosting mathamatics skills in deaf children, presented on 24 April 2008, improving logic in order to promote deaf children's mathametics learning Department, 57 deaf children from 12 school participated in the study. Mean age of the children is 6 years 7 month. Deaf children at the start of primary school do not perform as well as hearing children on these logic tasks. Many deaf children never make much progress in matnematics. Very wide individual difference with about 55% performing at average or above average but in hearing children this percentage would be 50%.
According to the Journal of Deaf studies and Deaf education published by Oxford Journals on June 4, 2007 that all educational leaves, the hearing students performed significance better in solving the mathematical problems compared to their deaf peers although higher participant of deaf performed as well as the hearing middle school students who were the lowest scoring hearing group. This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. A total of 305 hearing (x=156) and deaf (x=149) participants from middle school, high school and collage participated in this study.
A research by Nobuo Masataka, "The Japan science Technology Arency Kyoto University result reveal that deaf can perform simple arithmetic substraction on non symbolic numerosities performance leavel of deaf were even higher than those of hearing adults who participated in the experiment as a control group on the other hand the performance levels of substraction of the deaf adults in the formal mathematics were lower than those of the hearing adults. The findings are argued in terms of the characteristics of cognitive capabilities the deaf adults acquired through there development.
According to "Math in Motion", by Kaili Chen, National Institute of Education, Singapore "Many deaf and hard of hearing students show a significant delay in learning math and as a result, then students may not be able to take advantage of many regular, unmodified activities in mathematics, they are often not given the opportunity to develop skills with in their ability and they do not learn to play math games or activities in the general education classroom.
A research was done by Thomas N. Kluwin on November 2001 among 215 students and 63 teachers addressed three concerns related to mainstreaming for hearing impaired students. Three conclusions can be drawn. First, student background factors are a primary determinant of achievement. Second, mainstreaming with an interpreter has no specific effect on achievement for hearing impaired students. Third, the quality of instruction is the prime determinant of achievement, regardless of placement. Deaf children find it challenging to develop mathematical learning because they generally have mathematical language problem solving is particularly difficult for deaf children as a sound language box is needed for putting observations into words or making predictions. Without these language skills deaf children becomes isolated in the learning environment and are unable to participate fully in group activities and mathematical discussion.
According to UNESCO (ISCED 1997) "the term 'special neededs education' has come into use as a replacement for the term 'special education'. The older term for mainly understood to refer to the education of children with disabilities that takes place in special school or Institutions distinct from and outside of the institutions of the regular school and university system. In many countries today a large proportion of disabled children are in fact education in institutions of the regular system."
Elizabeth Ray, Kelston Deaf Education center worked about deaf education and mathematics achievement. The conclusion of this research is that parental environment and comprehensive support in the home environment with a great emphasis on the use of mathematical research influenced mathematical development of deaf.
Adhikari K (1999) made a study on teachers' attitude towards the integration of hard of hearing deaf students in mathematics in general school. This study included 42 teachers of general schools from Jhapa, Morang, Sunsari, Illam, Udaipur and Dhankuta and concludes that there is significance difference in the attitudes of teachers working in general schools, resources and special schools for deaf towards the integration of hard of hearing deaf students in general schools. General school teachers' have a significantly more favourable attitudes than the special school teacher.
During 1997 K.P Ghimire purposed a study on "Teachers attitude towards the intregation of visually impaired students in mathematics in Nepalese normal school ". The study intended to compare the variables like sex length of experience tranning the variable like sex length of experience tranning and some catagory variables like rural and urban integration and non-intergration schools. The research concludes that:
a) School characteristics such are as management and location of the school donot differ significantly in teachers' attitude students in normal schools.
b) Teacher working in general and private schools do not differ significantly in their attitudes towards integration of visually impaired students in general school.
c) There is not significant difference in the attitude of teacher working in primary / secondary schools towards the integration of visually impaired students.

A study conducted by Furth (1964) has reported that deaf and normal students have equal intellectual ability which is the first investigation. Furth tested children on their ability to compare the concept of symmetry, sameness and opposites. He also found hearing impaired inferior to children those normal hearing and concluded that the cognitive abilities of deaf children are essentially unimpaired except in those care in which the particular concept is very dependent upon language experience fourth stress that deaf children perform worse than normal on intellectual test.

In Nepal, some students have been done to explore whether the achievement in mathematics is affected by the variables such as class size sex factor, teacher' qualification with and without use of intentional materials ethnic (group) and some students concerning scholastic achievement, child development in primary level or any particular grade. The present study differs from that of the existing research in the sense that it deals with a comparative study of mathematics achievement of normal and deaf students in primary level. Such study related has not been conducted get to study on this field so that it will be very helpful for those people who are interested in this domain.

Bibliography
• Adhakari, K. (1999), A study of Teachers Attitudes towards the integration of Hard of Hearing/deaf studies in mathematics in general schools, Master Thesis: FOE, Thachel, Kathamndu.
• Boyers, K (1968), A History of Mathematics, John Wiley and Sons Inc.
• BPEP (2058), Special Education in Nepal, Government of Nepal, Special Education Section.
• Bahira Kalyan Shang (2058), The Deaf world (1992),
• D Ambrisio (1985), Social Cultural Basis for Mathematics Educatioin, UNIAMP.
• Ghimire, K. P. (1997), A study on teacher's Attitude towards the integration of visually impaired studies in mathematics in Nepal Normal School, Master Thesis FOF, T. U. Kartipur.
• HANDS (1992), Mental Retardation in Nepal, A nation wide study.
• Khadka, D. (2005), A comparative Study on Mathematics Achievement of visually impaired and hard of Hearing studies at primary level, Master Thesis, FOE T.U. Kertipur.
• Pandit, R.P. (2007), Mathematical Statistices Kathmandu, Ananta Prakashan
• Wagley, M. P. (1995), Research Methods in Education and social science, Kathmandu, Ganesh Himal Educationnal, Bhotahity.
• Subedi, N (2001), The effeteness of mathematics Teacher attitudes towards the visually Impaired / Blind studies, Achievement in Integrated schools, Master Thesis, FOF, T.U, Kirtipur.

New school

2008-08-12T01:09:00.000-07:00

its a great pleasure for me to get a chance to join a government school in kathmandu. i joined a higher sec school as a mathematics department head. i want to share this happiness with all the teachers. i know its little bit difficulty and chalenging but i know i can face and solve any kind of diffulties as well.

angel liza

2007-07-28T05:14:00.000-07:00

i got one friend liza from Aus. se is beautiful and i want to talk with her many times. however, i am busy these days. i am doing more work this month beacuse i want to buy one motercycle. i need money so i must do more work this month. any way i save some time for her beautiful smile.

Lets build New Nepal

2007-06-02T04:50:00.001-07:00

Lets start to punish from King Ganendra to Girija Pd. Koirala to other corupted leaders for constructing the new Nepal.

Education with Politices

2007-03-30T00:41:00.000-07:00

we are in a trouble because our politicians are not ready to understand that education is the major factor for development. we are going to built new nepal,unfortunetly we leave are leaving education sector so we can not get success. if we make a road , it may destroy. if we make other infrastructer, it may lose but education is neither lost nor destroy. if we produce skillful manpower, they work themself. in this time they work for their country themself. if every people r literate , they do. unity is the force. if every people want and do, then we can buildup new nepal. we can see JApan , which is totally destroy in second world war but they r educated and they all do for their country.

do something for education for new nepal.

Days r passing with sorrow

2007-02-16T22:32:00.000-08:00

there is snowfall after abt 67 years in kathmandu, air is very coldbut my heart is goingto behot day by day. i started my study then mydoughter startred for her food, my wife started for gasstove, my houseboss started or house rent then my mind started for money which i never give focus. but day by day i am going under a pressure for more money. actually i am a private school teacher in kathmandu in secondary level. i can earn more money if i take more tuitions but there is no tuition classes in my case because i alwys take free classes for them.

sometimes i want to go abroad but i cannto leave my M.Ed. which just i am going to finished. i feel bored and sometimes no one is my relatives. oh godd

education in nepal

2007-01-26T23:39:00.000-08:00

education is like a pot without food in nepal