Wowoo
Saturday, March 31, 2018
Monday, February 6, 2017
आय प्रिया खाडी मा मेरा आँशु सुकाउन
दुनिया का लोग्ने आउदा चमेली को तेल मगमग बासायो
जाबो फरिया किन्न नसक्ने लाक्षि बनेर
कति बसु भनि
आय प्रिया खाडी मा मेरा आँशु सुकाउन ।
बिहानै भकारो सोहोरेर एक गाग्री पानी ल्याउदा
तिमी उठेर दैलो पोत्दै हुन्थ्यौ
म अगेनोको अगुल्ठो ठोस्दै चिया पकाउथे
चिनी छैन भन्दा म नालायक हुन्थे,
खर्च पनि जोहो गर्न नसक्ने नाथे हुन्थे
गाउँ का शिकारी ले म्रिग मारेर भाग लगाउदा
दुई पाउ चोक्टा ले पत्यायन
भुमेथान मा पूजा हुँदा
पाजी मेरो के हैसियत खिर खाने
घर की श्वास्नी छोड्न नसक्ने
जोइटिङ्रे भयर बस्न सकिन
आय प्रिया खाडी मा मेरा आँशु सुकाउन ।
जाबो फरिया किन्न नसक्ने लाक्षि बनेर
कति बसु भनि
आय प्रिया खाडी मा मेरा आँशु सुकाउन ।
तिमी उठेर दैलो पोत्दै हुन्थ्यौ
म अगेनोको अगुल्ठो ठोस्दै चिया पकाउथे
चिनी छैन भन्दा म नालायक हुन्थे,
खर्च पनि जोहो गर्न नसक्ने नाथे हुन्थे
गाउँ का शिकारी ले म्रिग मारेर भाग लगाउदा
दुई पाउ चोक्टा ले पत्यायन
भुमेथान मा पूजा हुँदा
पाजी मेरो के हैसियत खिर खाने
घर की श्वास्नी छोड्न नसक्ने
जोइटिङ्रे भयर बस्न सकिन
आय प्रिया खाडी मा मेरा आँशु सुकाउन ।
Friday, February 3, 2017
Psycho-Social Impact of Nepal Earthquake’15 on Children and Role of Teacher
Abstract
Nepal was hit by devastating earthquake in April 25, 2015 at 11:56 am local time with 7.8 magnitude and continuously smash by hundreds aftershocks. Nepal Government declared emergency in fourteen highly affected districts and almost all schools were closed. Teachers are the major living manpower in remote where the presence of government is negligible. So here this article is trying to focus the effect of earthquake to children and role of teachers to support those affected children and their families.
(Published in http://www.american-journals.com/copy-of-june-2016)
Dreams of Colors Under Confusion
Dreams change their tracks according to circumstances. It differs at times when there are seniors to guide you or when you are with your friends. I recall my teen years. I enjoyed going to school but a new cinema hall in my hometown always caught my attention. However, I seldom bunked my lessons despite the cinema’s influence on me. I frequented that cinema hall and enjoyed watching those Hindi and Nepali movies with my friends. On the way to the hall, my friends often hide their bags in the jungle, amidst the woods. They were stolen or wet because of rain when my friends looked for their bags later on. But, this was never the case with me. They used to get punished for it. I now miss the joy of it all. In hindsight, my dreams too have changed their tracks and have constantly redefined “success”. I started to believe that every moment grows on its own pace and that the dreams we think of along the way encourage us to achieve our own goals as Mark Twain said, “Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore, Dream, Discover.”
I love to see the dreams of the little girls of Saipal being fulfilled during their stay here. When I see girls being brought to Saipal in grade five by their parents in hopes of a bright future, I myself am reminded of my childhood. I am reminded of my dreams. Sometimes, I see girls here with innocent and guilty smiles across their faces, when they are found making some petty mistakes like passing chicken soup or noodles powder during supper or while being extremely excited to go to Narayanthan expecting momos. While some other times, I see these girls crying by the phone booth with their parents on the other end of the phone, about how they couldn’t do well on a test. I am most confused when sometimes I overhear girls talking about some boys “who try to talk to them about something” and when suddenly, with their cheeks blushing, they change the topic of their discussion upon seeing a teacher or a senior nearby. I am surprised to see these young girls become so serious. Why is it that they’re afraid to do what they want to do wholeheartedly? It is human nature to do these kinds of things. No matter how wrong or unethical, it is still natural to want to do these things. I believe that your happiness cannot be paid by millions of rules or punishments as a Chinese proverb says “When you have only two pennies left in the world, buy a bread with one, and a lily with the other.” I believe that you can manage to do both of these in your life.
As Carl Jung said, “There are many nights as days, and the one is just as long as the other on the year’s course. Even a happy life cannot be without a measure of darkness and the word ‘happy’ would lose its meaning if it were not balanced by sadness.” Every sadness or problem or suffering will bring you a colorful lily because as every coin has two sides, life too has happiness and sadness. Everybody has their own story to share, their own emotions to feel and their own happiness to internalize. Believe in yourself and try to achieve your goals. Recognize your strengths and weaknesses and search and see the horizon of progress. As Buddha said,"If we could see the miracle of a single flower clearly, our whole life would change”. This flower is in you. Believe in it.“Be not afraid of life. Believe that life is worth living, and your belief will help create the fact”as Henry James said. Your anger, forgiveness, compassion, fear, love, attachment, everything exist but it is your turn to believe, trust and act to make it a fact and a habit
Written on 2015 March and Published in "Platinum, house magazine of Saipal House"
Education in Developing Countries:In the context of Nepal
Abstract: Since 1952, Nepalese people have access in formal education and it is systematized in 1971 as “Nepal Educational Planning commission” which has been in function with several amendments. It is about 40 years that guide our education system. Nepal faces 60 governments with in these sixty years so that focus of people is in governing system. Because of globalization, we are facing both positive and negative impacts in education. These days, people want readymade educational organs like curriculum, goals, teaching strategies etc instead of building and improving their education system according to their necessities. It is very shameful that our educational planning is guided by foreign donor agencies on their interest most probably as an educational lab. In this context here I am going to focus on the main problems in our education system with few remedies.
Main Obstacles:
1. Access in Education.
a. Cannot go to school Among 676,583 boys and 713,629 girls of ages 4-6 who should join pre-primary school, have only 63.4% enrolment in school.
b. Drop out/Repeat/fail Only 20.8% students reach in grade 10 who enrolled in primary class, among them about 50% pass school Level Certificate (Grade 10). Only 2% among admitted can get master degree.
2. Generate unemployed manpower
Only 2.7% illiterate people are unemployed but more that 10% school level graduated people are unemployed and it is increasing according to their academic level because educated people are not ready to do physical work.
3. Manpower production for foreign countries
Nepal cannot stop educated people to go abroad either they go in the name of education or immigration or work even though government scholarship students like high skill as in medical or engineering etc are not also work in the country easily. Nepal invests them but its advantages are taken by developed countries.
4. Different types of educational products
We have altogether 27 types of schools for the same kind of children. Mainly these are in two categories: community base and institutionalize. On the first category, many subcategories falls like funded by INGOs, Trusts etc and in second category private schools. All schools have same curriculum but vast difference in skilled teacher and in other resources. Because of that, different types of students participate on the same exam in SLC (Grade 10) nationwide.
5. Free Education
In the constitution, education is written in basic need but it is not in practice. Government directly does not charge the fees in school (less that 11 grade) but schools charges students in different names. Private schools’ fees are really terrible. One interesting fact that Tribhuvan University Master degree course’s fee is cheaper than grade one students’ fee in private school. Middle class people have no alternative to send their children in private school because quality of education in community base government schools is going very low.
6. Investment in Education
Total investment by Nepal government in education is as follows whose most of the share is for salary and other day to day expenses. Because of fewer budgets, ministry cannot focus on other developmental works.
Remedies:
a. Can convince children and their parents about the importance of education and can open many schools nearby village.
b. Can review in examination system to decrease failure/dropout rate and give alternatives if children do not entertain on particular subject.
c. Focus on vocational education, technical education and demand wise man power production to decrease the unemployment rate.
d. Fix the lowest boundary of students’ out come and teachers’ performance.
e. Education must be free for all.
Programs:
Programs:
a. In Dakar convention-2002, Nepal signed in “Education for all” and already in function as interim planning to fulfill this goal.
b. Just two year before, government started “School Sector Reform Project (SSRP)”
c. Admission campaign is going on in different schools in primary level.
d. Girls, Indigenous children, marginalized children are getting some money as scholarship so that they can afford stationary items.
e. Early childhood classes are started in different schools as model.
Education for sustainable development
We are giving food instead of skill to produce rice. Education paralyzed whole agronomy. Agriculture is least chosen profession and no other well-known profession in production area. Most of the educated manpower is used in teaching and administration. In one side, agronomy cannot uplift because of the lack of trained manpower and other side educated people are unemployed. I, in a group of teachers, am starting a campaign to aware people about education and sustainable development. We have a dream to open one model school where children learn skill and produce something to sustain them. So we focus education with some skill.
According to UNESCO,
Education for sustainable development
We are giving food instead of skill to produce rice. Education paralyzed whole agronomy. Agriculture is least chosen profession and no other well-known profession in production area. Most of the educated manpower is used in teaching and administration. In one side, agronomy cannot uplift because of the lack of trained manpower and other side educated people are unemployed. I, in a group of teachers, am starting a campaign to aware people about education and sustainable development. We have a dream to open one model school where children learn skill and produce something to sustain them. So we focus education with some skill.
According to UNESCO,
• What if every person benefited from an education promoting development that is environmentally sound, socially equitable, culturally sensitive and economically just?
• What if learning was about knowledge and also about doing, being, interacting with others and changing the world?
• What if every person benefited from genuine learning opportunities throughout life, in the workplace, and within the community? I have some concerns: - Does education need to give skills for better and happy life in local context? - Can’t we teach children in farm house or elsewhere in their workplace? - If other concern bodies do not provide sufficient resources then children have to go for that. Does education guide towards it in developing countries? - Can’t we join our schools with market, land and education?
References:
1. Flash report of education department(2007-08)
2. Statistical year book of Nepal (2007)
3. Education For all and secondary education support program, status report-2005
4. Statistical pocket book Nepal 2006 Governmental of Nepal National planning commission secretariat control Bureau of statistics.
5. http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/
(Also Published in http://www.nepaleseteacher.org/2012/06/education-in-developing-countries-in.html)
Friday, February 10, 2012
Teacher as a leader
For me, a teacher is the leader who is equally courageous, intelligent and supportive and who devotes his entire life, energy, skills and knowledge for the betterment of his students helping them face life in their first hand experience by teaching them skills and lessons. Since the first day of school, the teacher takes over the responsibilities of guiding each student and making him able to cope with every challenge and opportunity that is in front of him successfully. It is the teacher who inculcates better ideas and knowledge in those tiny little minds and helps them to proceed further in their life. At school, a teacher exhibits high leadership qualities. The teacher is ever giving, loving, caring and encouraging to his children. Furthermore, the teacher does not only focus on academically bright students but also to them who fail and makes sure that they progress the next time. No matter whether a student is at the top rank of the class or at the bottom, teacher is supposed to treat each student equally and justly. Moreover, honest dealings, predictable reactions, well-controlled emotions and an absence of tantrums and harsh outbursts are qualities which signify a teacher as a leader.
Furthermore, a teacher sets up an example in the society encouraging others to follow him. He always invokes for cooperation and understanding among the people. Mostly, he leads various social and community activities exhibiting immense leadership power. Teacher is the change maker of the society who believes in making change. Teacher is not only change maker but also catalyst to go ahead in positive direction with strong commitments in secure and bold guts. Be it in a classroom or a school or a community, a teacher mostly makes changes as per the demand of people and time. Teacher gets outside of the box that constrains solutions and thinks differently thereby pushing the whole team forward whether he is in department meeting or school’s round table discussion or community’s development forum.
A teacher is a resource provider, curriculum specialist and instructional specialist to provide knowledge and its resources like to give learning materials or websites or reference books. Curriculum formation is done by expertise but ultimately teacher is in the center role model to apply this curriculum by using effective teaching methodologies and resources. Curriculum defines the objective of certain units and subject where instructional methods are not clearly explained to be done by teacher according to classroom situation, students’ interest, nature of subject matter and so on.
We teachers are learning facilitators and mentor who are producing new generation as a capable and strong product to face challenges in the society, school and classroom from difficulties. We know, role of a teacher is not only teaching but also try to learn from every situation. Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. Moreover, testing the students’ learning and ranking them according to their hierarchal learning outcomes is also main job of a teacher, for that, teacher should have adequate information of data analysis.
The characteristics of a teacher as a leader which are discussed above mainly focused on three dimensions that leader in classroom, institution and nation. Teacher leadership in traditional role has been seen as a principal, department head, chairman, etc. but present view on it is that a teacher has the role of mentor, team leader, curriculum developer, etc. which is also advance role. Nevertheless, leader of educational change and the rising information on teacher leadership designate that the characteristics of these individuals are parallel to those of leaders who have changed other organizations. Leaders of educational change have vision; cultivate a shared vision, and value human resources.
I was a mathematics teacher and department head of mathematics in Tilingatar Higher Secondary School, Dhapasi,Kathmandu where I fully used my qualities inside as well as outside the classroom. I had established mathematics Lab which was taken as astonishing matter in Tilingatar school that time. I took initiation to keep one mathematics experimental stall in school day which is now in tradition where every year students show their creation from mathematical eyes. Mathematics is taken dry and boring subject in school level in Nepal, one the most significant reason is lack of instructional method according to psychological growth in children and use of lecture way.
Now, I am a mathematics teacher in Budhanilkantha school. Besides, I am also involve d in improvement of teaching style in Dhungagade Lower Secondary School, Gorkha because I had started my school day from this school before 26 years. As ex-student of this school in lack of resources, I frequently visit this school; try to demonstrate some model classes which is my social responsibility towards my village. This year I gave 3 days since the beginning of the academic session on it. Not only outside of Budhanilkantha school, I have also been involving inside activities as a mathematics teacher. I actively participate in mastermind competition held by Mathematics Department, cooperate students in mathematical quizzes organized by different clubs, guide students in mathematics model preparation competition held by Mathematics Club.
Furthermore, a teacher sets up an example in the society encouraging others to follow him. He always invokes for cooperation and understanding among the people. Mostly, he leads various social and community activities exhibiting immense leadership power. Teacher is the change maker of the society who believes in making change. Teacher is not only change maker but also catalyst to go ahead in positive direction with strong commitments in secure and bold guts. Be it in a classroom or a school or a community, a teacher mostly makes changes as per the demand of people and time. Teacher gets outside of the box that constrains solutions and thinks differently thereby pushing the whole team forward whether he is in department meeting or school’s round table discussion or community’s development forum.
A teacher is a resource provider, curriculum specialist and instructional specialist to provide knowledge and its resources like to give learning materials or websites or reference books. Curriculum formation is done by expertise but ultimately teacher is in the center role model to apply this curriculum by using effective teaching methodologies and resources. Curriculum defines the objective of certain units and subject where instructional methods are not clearly explained to be done by teacher according to classroom situation, students’ interest, nature of subject matter and so on.
We teachers are learning facilitators and mentor who are producing new generation as a capable and strong product to face challenges in the society, school and classroom from difficulties. We know, role of a teacher is not only teaching but also try to learn from every situation. Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. Moreover, testing the students’ learning and ranking them according to their hierarchal learning outcomes is also main job of a teacher, for that, teacher should have adequate information of data analysis.
The characteristics of a teacher as a leader which are discussed above mainly focused on three dimensions that leader in classroom, institution and nation. Teacher leadership in traditional role has been seen as a principal, department head, chairman, etc. but present view on it is that a teacher has the role of mentor, team leader, curriculum developer, etc. which is also advance role. Nevertheless, leader of educational change and the rising information on teacher leadership designate that the characteristics of these individuals are parallel to those of leaders who have changed other organizations. Leaders of educational change have vision; cultivate a shared vision, and value human resources.
I was a mathematics teacher and department head of mathematics in Tilingatar Higher Secondary School, Dhapasi,Kathmandu where I fully used my qualities inside as well as outside the classroom. I had established mathematics Lab which was taken as astonishing matter in Tilingatar school that time. I took initiation to keep one mathematics experimental stall in school day which is now in tradition where every year students show their creation from mathematical eyes. Mathematics is taken dry and boring subject in school level in Nepal, one the most significant reason is lack of instructional method according to psychological growth in children and use of lecture way.
Now, I am a mathematics teacher in Budhanilkantha school. Besides, I am also involve d in improvement of teaching style in Dhungagade Lower Secondary School, Gorkha because I had started my school day from this school before 26 years. As ex-student of this school in lack of resources, I frequently visit this school; try to demonstrate some model classes which is my social responsibility towards my village. This year I gave 3 days since the beginning of the academic session on it. Not only outside of Budhanilkantha school, I have also been involving inside activities as a mathematics teacher. I actively participate in mastermind competition held by Mathematics Department, cooperate students in mathematical quizzes organized by different clubs, guide students in mathematics model preparation competition held by Mathematics Club.
Saturday, January 14, 2012
Constructivism approach in mathematics class room
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.
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.
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