i

USE OF ICT IN TEACHING MATHEMATICS

CHAMA NATH ADHIKARI

A Research Project I

Submitted to

School of Education

In Partial Fulfillment of the Requirements for the Degree of

Masters of Education in Mathematics Education

Kathmandu University

Dhulikhel, Nepal

June, 2019
 Abstract

This research project portrays the use of ICT in teaching mathematics by linking

mathematics with the means of information, communication and technologies in the

global market. In this paper, I have presented my own experience of schooling and

teaching in various school, college and university. This research project is qualitative for

this I used desk based research. I reviewed different literature to elicit my research

project. I had shared my learning as a student and as a teacher. I had shared my

experience as a shift from de-contextualized mathematics teaching to contextualized

mathematics with the use of technologies. I found some challenges to implement of ICT

in Teaching Mathematics in Nepali Schools. Finally my focus is to improve the

conceptual mathematics learning with ICT. This paper is useful for mathematics teachers

to incorporate mathematics teaching with the help of ICT. It is useful for the

transformation of mathematics from traditional rote and routine approach of learning to

the modern approaches of teaching mathematics. From this paper, both students and

teacher will be motivated to learn mathematics in new approach. The study focuses on

the use of ICT in teaching mathematics with the help of different software and means of

technologies in the classroom, which help to take inside mathematics to out of the class

and the outside mathematics into the classroom and also helps to encourage the students

to connect the content with the global context so that learning becomes global and digital

literacy skill of the students and teachers develops and address the students from different

types of the learners and manipulative for the kinesthetic learners. The paper is focusing

on the opportunities and the challenges in using ICT in teaching mathematics in Nepal.
 Table of Content

Abstract ............................................................................................................................... ii

Table of Content ................................................................................................................ iii

Background of the Study .................................................................................................... 1

Problem Statement .............................................................................................................. 4

Purpose of study.................................................................................................................. 6

Research Questions ............................................................................................................. 6

Methodology ....................................................................................................................... 6

Significance of the research ................................................................................................ 7

Analysis and Interpretation ................................................................................................. 7

Responding to the second research question, I generated the following themes: ............... 7

Responding to the First Research Questions ...................................................................... 7

Use of ICT for Conceptual Understanding of Mathematics ............................................... 7

Use of ICT for the Motivation. ......................................................................................... 11

Opportunities..................................................................................................................... 14

ICT as a tool. ..................................................................................................................... 15

ICT as a Process ................................................................................................................ 17

ICT for Creativity ............................................................................................................. 18

Challenges of using ICT ................................................................................................... 19

Lack of skill and learning attitude of the teachers ............................................................ 19

Lack of Skilled course facilitator ...................................................................................... 20

Infrastructure and budgeting ............................................................................................. 20

Result oriented curriculum ................................................................................................ 21

Size of the class ................................................................................................................. 22

Conclusion ........................................................................................................................ 23

References ......................................................................................................................... 26
 Background of the Study

My journey of education started from the Government school of Syangja district.

Very less time used to give for the self-study at home because of the family condition

because the house hold works were in the priority rather than the homework and the self-

study. As a student I hardly remember those days of school in primary level. I

remembered few things as rote memorization and drill of the multiplication table from 1

to 10 in class .Teacher used to give us lots of time for the rote memorization. Teachers

used to give the corporal punishment for not memorizing the formulas. In this case, I was

lucky because I used to solve the problems given in the exercise of the book For example

memorizing the theorems in geometry so I did not get punishment whereas other friends

got a lot of punishment of not doing that.

Sometimes teacher used different chart and papers for illustration. But such kind

of practices were not enough. Piaget’s cognitive development theory (1936) emphasized

on the manipulation of the objects and craftwork to excel knowledge, teachers should

explain the complex ideas with familiar examples and also can use story for middle child

age. I remembered the different stories were still in my mind those the teachers told in the

class. Stories remain longer time for the middle child according to Piaget. Besides that,

According to (Selvianiresa & Prabawanto, 2017) use of the local materials available in

the surroundings for the mathematical calculation could be more effective for the

contextual learning. The Contextual Teaching and Learning (CTL) approach is an

approach involving active students in the learning process to discover the concepts

learned through to knowledge and experience of the students (Satriani, et,al. (2012).

“Contextual learning theory says that learning occurs only when students process new
information or knowledge in such a way that it makes sense in their frame of reference

(Hull, 1995) p.23.” Besides rote learning of the multiplication table the connection of the

addition base for the concept of multiplication could be more effective for the concept.

Though teachers used to focus in different context I thought mathematics was totally de-

contextualized. Classrooms in Nepal are multicultural and multilingual in general

because students come to the school from different cultural and linguistic background

(Panthi & Belbase, 2017). This context resonates with what Gates (2006) expressed, "in

many parts of the world, mathematics teachers are facing the challenges of teaching in

multi-ethnic and multi-lingual classrooms containing immigrant, indigenous, migrant,

and refugee children, and if research is to be useful it has to address and help us

understand such challenges"(p. 391). I agree with Gates' opinion that mathematics

classroom situation in Nepal is the same as stated above because multi-lingual and

different ethnic groups have their own problems in a classroom context. During my

Primary School, most of the students were from the Gurung community, the content in

Nepali was challenge for them to understand, although they were familiar with the Nepali

language but much familiar with their own (Gurung) language. While teaching the shape

cylinder (सोली), circle (वत

ृ ) in class, teacher use to draw the image on the board. Instead

that if the image of madal and earring could be shown with the help of ICT in class, the

content would linked with the culture and would be easy to understand for students, like

every day there would have “Rodhi” in community so students were familiar with Madal

and earring is a cultural ornament in the community. In this regards the ICT in
Mathematics could help in the cultural mathematics, which helps for the conceptual

learning.

During my school days in the lower secondary and secondary level, I thought

mathematics is abstract because no picture of the problem and solution was made in the

mind so it was difficult for construction of knowledge. For example we read and

memorize the formula of algebra without knowing the value and link in the real life. As a

theory, constructivism is often reduced to the mantra-like slogan that "students construct

their own knowledge." Although several theoreticians have stressed that constructivism is

a model or a conjecture that might be useful for educational purposes, the

characterization of learning as individual construction is frequently treated as a

conclusively proven fact that is beyond justification (Cobb 1994).

During the three classes of the school i.e. 8, 9 and 10, different teacher tought us

mathematics but nobody enjoyed learning math. Teacher used to tell that mathematics is

the subject which could be studied only by the talented students. Being a first in the class,

I had to work hard to learn mathematics to compete with the students who were second

and third in the class. I used to solve many problems at home with the reference of

teacher’s note and by the help of the examples done in the text book. I remembered the

formulae and without linking mathematics to the daily life, I would solve the problems

using algorithmic problem solving methods in which I would follow the series of

procedures using formulae. I have directly memorized the formulae (a + b)2 = a2 + 2ab +

b2 instead of learning it by connecting it with the concept of area. When I became a

teacher, I realized that this could be taught as follows:

 The above concept can also be visualized using ICT so that students can

conceptualize its meaning. However, I never got any opportunities of using ICT in during

my school. Nevertheless, I have started using ICT while teaching mathematics. In doing

so, I have used to present the above concept of (a + b)2 = a2 + 2ab + b2 using paper

cutting method as well as using ICT.

In this regard, I have found ICT much beneficial to conceptualize mathematical

contents. I have experienced many opportunities as well as challenges of the use of ICT

in teaching and learning of mathematics. More so, I have also realized that use of ICT can

help students learn mathematics conceptually while as a teacher I have also found that the

use of ICT has helped me far better than ever in my pedagogical practices. That’s why; I

made up my mind to carry out a research on how the use of ICT can help students learn

mathematics conceptually and meaningfully.

Problem Statement

As I have mentioned above the mathematics education in Nepal school level and above is

being difficult for the students because of the process of teaching learning inside the

class. Knowledge is expanding day by day so teaching is becoming one of the most

challenging professions in our society. While learning mathematics, learner expect from

facilitator to facilitate meaningful learning rather than just knowledge and skills (Hmelo-

Silver, C.2004).In this modern period the use of ICT in teaching mathematics provides

new possibilities in teaching profession. Research (Bansal, 2007) indicates that ICT can

change the way of teaching and it is useful in supporting more student centered
approaches to instruction and in developing the higher order skills and promoting

collaborative activities. Also UNESCO (2009), state that the use of ICT promotes the

quality in education. That is why, mathematic teachers should be provided with different

professional development trainings including use of ICT in the mathematics classroom

according to the demand of time. Students are not motivated in the learning of

mathematics and do not visualize mathematical knowledge on them. Students prefer to

learn in the screen like computer, TV, mobile and other screen based devices so to

address these screen based generation our teaching should be globally accepted and must

be students centered. Due to the lack of use of ICT in teaching Mathematics our students

feel mathematics a difficult subject, so the number of students in mathematics are

decreasing day by day in higher level of education.

 Purpose of study

The purpose of my research study is to explore the possible opportunities and challenges

of using ICT in teaching and learning of mathematics and to inquire how students

develop conceptual understanding in teaching and learning of mathematics.

Research Questions

Based on my research problem, I generated the following research questions:

1. How can students develop the conceptual understanding of mathematics by the

use of ICT?

2. What are the opportunities and challenges of using ICT in Mathematics?

Methodology

My research paper is based on desk based research. I reviewed different research papers

as reference to collect the data on the topic “Use of ICT in teaching Mathematics” such as

Dahal & Dahal (2015), Pokharel & Behara (2016), UNESCO (2009), ICT Master Plan

(2013-2017) etc. Desk based research is as a secondary research in which data is

collected from other primary research literatures (Monterey, 1992). I reviewed the

previous research findings to gain broad understanding about the Use of ICT in teaching

Mathematics and how students can develop the conceptual and contextual learning

through ICT, and its opportunities and challenges during the implementation.
 Significance of the research

It is very important to study the certain issues in detail that help to identify the

problems related to the given issue and adapt the suitable plans and pedagogies to bring

out improvement in the existing system. Therefore this study may be significance for the

students, teachers and novice researchers. The study is focusing on the conceptual

learning of mathematics learning, opportunities and challenges of using ICT in context of

Nepal so, this paper may be significance to the teachers with the positive attitude on ICT

in teaching mathematics in class.

Analysis and Interpretation

On the basis of the desk base research, when I reviewed various literatures, I have

generated mainly two themes responding to research questions 1 and 2. Responding to

the first research question, I generated the following themes:

1. Use of ICT in teaching helps students learn conceptually

2. Use of ICT motivates students in learning and increase the performance.

Responding to the second research question, I generated the following themes:

1. There are opportunities in use of ICT in teaching mathematics.

2. There are challenges in using ICT in teaching Mathematics.

Responding to the First Research Questions

Use of ICT for Conceptual Understanding of Mathematics

J. Piaget: the seemingly contradictory situation in which students who do well

academically struggle with mathematics despite the fact that “mathematics constitutes a

direct extension of logic itself” (1970, p. 44). The current trends and concerns in
mathematics education (specifically in relation to mathematics education in

Nepal).Today's modern life cannot be imagined without the use of the computer.

Educational software with the development of information and computer technology have

created that can be used in the educational process. According to the Merriam Webster

learner’s online dictionary “contextual” is defined as “the group of conditions that exist

where and something happens”. The contextual mathematics teaching is the best way to

provide the conceptual understanding of the lessons. For example, teaching the

mathematical shapes in geometry without the context may not help for the conceptual

learning of the students. Instead if the teacher teach the content by showing the photo of

“Doko”, with the help of ICT for teaching parallel lines, intersecting lines, triangle,

pentagon and then the academic mathematics can be contextualized in mathematics

learning.

Use of ICT makes the class room more creative interactive and more interesting so that

all the students in the class can learn the term effectively and construct the knowledge of

the subject matter and learn the global dimension in teaching and learning mathematics.

ICT motivate the students for the interaction and also concept can be built by the visual

materials for example while teaching the volume of pyramid in class ten the picture

drawn into the board seems as parallelogram in the base that could create the

misconception on students, carrying real pyramid into the class may not be possible, so
visual of pyramid or 3D Drawing of pyramid helps them to make the concept of the

shape.

According to (Dhital, 2018), ICT in Education means teaching and learning by the
use of ICT means, ICT is currently being used in education to assist students to learn
more effectively by providing teachers with access to a wide range of new pedagogy..
Specifically mathematical educational software GeoGebra, Cabri, Tool Kids, Microsoft
mathematics, MS excel and many other can be used in teaching mathematics as teaching
aids. These educational software to students offer a much better visualization, dynamism,
and opportunity for independent learning, and their knowledge by searching the Internet.
For example I am learning the content independently the course of M.Ed. mathematics in
Kathmandu University as online student. The use of technology to facilitate the
construction of knowledge (Muir-Herzig, 2004). That helps to the students for conceptual
learning and the actual engagement in blended and online learning enables them to see
connections between their learning experiences and their actual teaching responsibilities
as facilitators of blended and online courses (Flores, 2005). For example videos from the
YouTube, uploaded by some educational channels could be more effective than the
lecture of the teachers in the class room, to build the conceptual knowledge in geometric
transformation, GeoGebra software help in the content.
(Poudel, 2015) mentioned in his paper that “By the use of ICT image can easily
be used in teaching and improving the retentive memory of students, also teachers can
easily explain complex instructions and ensure students' comprehension as well as
teachers are able to create interactive classes and make the lessons more enjoyable, which
could improve student attendance and concentration” (page.22).while teaching the area
and volume of the cube and cuboid the figure that makes in the white board may not
make the concept of the object, As per the 3D picture aid visualization is the ability to
fold back the sides of a 3D solid shape to show its net and to reveal its interior and some
photo pictures can be taken to the classroom as teaching tool that exist in the culture of
the students lifelong. For example photos of piggy bank that exist in their home could
help the students to make the shape concept clear which can be taken with the help of
mobile phone or camera.
 Similarly to construct the concept of dilation Enlargement in transformation about the
centre of enlargement and the scale factor GeoGebra can be a good aid for teaching with ICT
where the clear concept about how the image,its position and size differ when the centre and
the scale factor changes.

It is focusing to the international collaboration in learning and global content to

be introduce in the local classrooms for the international dimension in learning. The
effectiveness of online or blended professional development programs lies primarily on
the use of technology to form a community of learners where teaching staff actually learn
(Schlager, Fusco, & Schank, 2002), and it should facilitate the social-construction of
knowledge (Lloyd, 2000) through online discussion and peer support .it shows that the
ICT is for the online Interaction and is possible to take the class from international
Universities from any part of the world. For example I am taking the class of M.Ed.
mathematics in distance mode in Kathmandu University and interaction among the
friends and with the teachers takes place through ICT. While delivering the class content
by any innovative teacher needs to draw the diagrams in geometry show the pictures in
arithmetic and animate some object to explain critical concept ,even play some video
clipping of the real time in mathematics all these multimedia operations can assure very
productive deliver of the classroom content .Presentation software like PowerPoint be a
good choice for a teacher for the presentation GeoGebra can be good for conceptual
teaching geometry and coordinate geometry as well. Use of ICT doesn’t mean that only
the use of computer and other devices, it is the process of using the local level materials
that can found in the locality like use of newspaper, wooden materials and camera, audio
recorder/player etc. As per the discussion over the theme it is shown that ICT can be an
aid for the conceptual learning in mathematics teaching and learning.
According to the master plan (2013-17) the GON has a policy that each teacher training

Centre will have at least one ICT Master Trainer. The master trainers at the Teacher

Training Centers are highly trained ICT human resources in the Ministry. They will train

ICT teachers, general subject teachers and trainers from resource centers.it shows the

initiation from the government of Nepal has in the conceptual learning of teacher

professionals. As per the conceptualization of the content Encourage the students to learn

the content globally and create the forum to share the ideas of learning through the

different social media like Skype, whatsapp, etc. students share the content through

Skype conference in the class room and interact on each other This interaction allows

them to understand each other’s unique context and experience in blended or online

learning, which consequently expands their knowledge.

Use of ICT for the Motivation.

Motivation is the characteristic that pushes an individual toward acting,

performing actions and achieving. When an individual lacks motivation to perform an

action, that person either gets no results, or only mediocre results whereas, when there is

motivation, the individual attains good results and achievements (Pinder, 2008). The use

of ICT show that students' engagement levels are enhanced as well as the use of different

media can help to bring abstract concepts to life that help with understanding. It attracts
students' interest in learning mathematics, it increases their motivation and performance,

it encourages lifelong learning, and it facilitates positive interactions and relationships.

UNESCO (2009), state that the use of ICT promotes the quality in education, and

motivates the students in the class. In Mathematics ICTs help learners to apply problem

solving, communication and mathematical reasoning skills, which are all part and parcel

of higher order thinking skills (Jarret, 1998). Through ICT students can be in touch with

teachers, students can write the mail to the teachers regarding the content, they can do

phone call or be in touch with any other social media so that they may get the feedback

and academic support and excess to the teachers easily which motivate the students in

mathematics learning.

As I have mentioned mathematics is being more abstract due to non-visualization and

lack of joyful teaching. Teacher can take the visual content, animated content, and

pictures to the classroom for joyful teaching. Students those who feel mathematics a

difficult subject may get the visual perspective in the subject and enjoy the learning in the

class. The students are motivated by the teachers as they feel that the mathematics class

becomes interesting. In the end the student pointed out that his school works are made

easier by the use of ICT. When the teacher uses white board then the students yawn in the

class because the classroom 55 environment is boring for them but while using ICT they

try to learn every process and steps (poudyal, 2015).

Social interaction in the online environment, that helps people to share

knowledge, develop and evaluate meanings, and hence enrich their understanding

(Garrison & Vaughan, 2011).Connecting the classrooms for national and international

collaboration in the learning mathematics with the institution makes possible by ICT, so
that the students and teachers can interact with the international friends regarding their

learning, and can share the idea, culture, and can develop the personal relationship which

add the international value in learning. Social interaction helps to think and share the

innovative ideas from the every corner of the world (IJEDICT, 2015).

There have been several research in the role of ICT in class room. For example,

The British Educational Communications and Technology Agency (BECTA, 2007)

argues that technology improves attainment and helps raise standards, supports school

improvement and efficiency, and helps to personalize learning. Also it argue that the

majority of teachers agreed that ICT could have positive impacts on formal attainment,

levels of agreement were not as high as for the effect on motivation. Self-learning attitude

can be developed in the students with the help of internet and educational channels in you

Tube, So that the use of ICT motivate the students therefore the use of ICT in teaching

mathematics has positive impact in the classroom and in the students motivation so it

helps for the conceptual learning in mathematics also increase the students achievement.
 Opportunities

According to the Information & Communication Technology (ICT) in Education

Master Plan 2013-2017) IT Policy (2010) has the policy, Expansion of access of the

Internet to all schools, Coordination and collaboration with national and international

institutions to develop skilled human resources for continuous, relevant and quality

education. So there may be the chances of collaboration with the international institution

in the learning mathematics and ICT based classroom.

ICT develop the educational content globally, it helps to compare and

contrast the learning effectiveness of the content in the global context and empower the

educators/students to the use of technologies in the education sector and in their daily

life. Currently, Ministry of Education Nepal seeks to better incorporate ICT into our

schools/colleges/universities etc. including non- formal education. The continued and

increased use of ICTs in education and in mathematics classroom in years to come will

serve to increase the temporal and geographical opportunities that are currently

experienced, (Dahal & Dahal(2015).

Advancements in learning opportunities tend to be held back by the ICT

capabilities of the lowest common denominator, namely the students with the least access

to ICT. The use of ICT in the mathematics classroom has long been a topic for

consideration by mathematics educators. The growth of information and communication

technologies (ICT) has dramatically changed the teaching and learning processes. It is

important and it show that a range of portable devices exists which allow students to

collect data, and manipulate by using them. Some portable equipment also enables the
study of mathematics to move out of the classroom and to incorporate fieldwork

investigations (Moseley and Higgins, 2011).

In the context of Nepal MOE has implemented some of the programs related to

ICT in Education. For example, one Laptop per Child (OLPC) pilot project in selected 26

schools of six districts, Lab model (computer sharing mechanism) Project in some

schools and Internet connectivity to District Education Offices (DEOs) and schools

(through matching fund to schools) and computer labs with internet connection from

local ISPs. Similarly, Central Level Agencies under MOE, five Regional Directorates

(REDs) and 75 District Education Offices have lunched their web sites. For the

developing educators and students (Dixit, 2009).

As per the report of NCED, NCED has developed and distributed audio visual

and multimedia CDS to each ETC as supplementary materials for primary, lower

secondary and secondary teacher training. Awareness programs for parents in different

ethnic languages are also run through radio. Master trainers for ICT are undergoing 10

month training and ICT labs /centers in 5 regional FOE campuses are being developed

through the support of NCED. On the basis of the study I have developed the themes on

the opportunities in the teaching mathematics with ICT as follows.

ICT as a tool.

In the class of the mathematic ICT can be a tool for the conceptual learning, The School

Sector Reform Plan (SSRP) states, ICT in Education Master Plan 2013-17' ICT assisted

teaching/learning will be implemented and expanded in all schools'. Similarly, SSRP has

made a policy provision to develop ICT infrastructure in education and provide

alternative modes of schooling through the use of ICT. Motivating the students inside the
class room is one of the most challenging work to the teachers in the current days

Dahal&Dahal(2015). Students in the different situations and from the different locality

and from the different background comes inside the class room with the different learning

skills and experiences.

Here to elaborate I would like to share my own experience of teaching, I am teaching

mathematics in the secondary level, while teaching geometrical theorems in the class

students used to feel very monotonous due to the content, and it was very difficult to

make them understand the theorems theoretically. They used to remember the whole

theorem for the preparation of the examination without making the sense of figure, and I

feel very uneasy to draw the figure in the board, on the same time I was experiencing the

use of GeoGebra in the ICT in mathematics class in Kathmandu University. Letter after

the completion of my learning one day I took my students in the ICT Room of my school

and connect to the laptop, one of the student asked me sir! Are we watching some

videos? I said no, today we are going to make a concept on those theorems which we

completed last week. My another student said sir we have already memorized the

theorems, again we have to do that? I said no today we are Experimentally verifying the

formula practically in laptop, immediately I saw some charming in the students face. First

I did a theorem from circle experimental verification by using GeoGebra in laptop, and

tough them to prove another theorems, turn by turn they developed the concept of

theorems experimental verification joyfully. On the next day when I asked my students to

prove a theorem experimentally in the class they did it easily and happily.it show that

ICT can be a tool in teaching mathematics, As the example ICT use in mathematics

include: portables, graphic calculators and computerized graphing, specialized software

(Google sketch-up, Geo-Gebra, Microsoft Mathematics etc.), spreadsheets and databases

can be as a tool.

ICT as a Process

Contemporary technologies, specifically information and communication technologies

today are considered a key factor of quality education system success, especially because

the educational process is based on the collection, processing and presentation of

information (Eisenberg, 2008). In Mathematics ICTs help learners to apply problem

solving, communication and mathematical reasoning skills, which are all part and parcel

of higher order thinking skills (Jarret, 1998).As per the story mentioned above shows that

use of ICT encourage the students to learn and motivate to learn the local content with the

international dimension.

ICT-supported learning promotes the manipulation of existing information and the

creation of real-world products rather than the regurgitation (repetition without analysis)

of received information. Now a days I Encourage my students to find out the meaning of

some terminologies in mathematics from the internet. We in the schools are running some

mini-projects for the students in the different subject there some project we run in the

collaboration of international schools partners for the process both the schools class

rooms become connected through the Skype conference and they share the ideas about

the project.

As a student of Kathmandu University I am a distance student (online) as the process of

learning I normally go through the Moodle and find out the details about the course

content. Whenever I need the help I just call to the teacher and discuss online in need.

Sometimes I takes the help of internet, like Google scholars, YouTube and other sites for
the content. It can be concluded that contemporary technology, especially ICT, enables us

to substitute obsolete contents with new ones, in accordance with the perceived need for

the improvement of information literacy related to curricula (Tomljenovic,2016).As the

learning process student can learn through internet and self-discover the new problem

solving strategies, also can link the mathematics with culture and life-skill.

Also helps to Motivate and Engage Learners through the use of ICT educators can

provide opportunities to learners by engaging and motivating them so that they can meet

their individual learning needs. It also offers information, expertise, and instruction via

smart phones, tablets, and computers, Use ICT to motivate and facilitate student inquiry,

critical thinking, creativity, and collaboration (H, R,T,& L 2015).

ICT for Creativity

ICT is supporting teaching and learning in underserved area (UNESCO, 2016). Using the

ICT in teaching in the class room makes the teacher and students active and creative

(Poudel, 2015). As we discussed above it gives the good platform to both teachers and

students for the conceptual learning and the learning process can be conducted by using

the means of the ICT more than that when we learn the content in ICT it add the value of

international dimension in learning so that learners can search new ideas so solve

mathematical problems that develops creativity on the students.

 Challenges of using ICT

The development of information and communication technology in Nepali education

system is faced with many challenges. So far, ICTs have not been used as a way of

gaining new knowledge and skills in schools, due to inadequacy of curriculum content

and limited access to ICT (Dhital, 2018). Other challenges in using the ICT in teaching

mathematics includes the size of class room, Infrastructure and funding, lack of qualified

personnel and lack of policy formulation and implementation. The following are

challenges facing in implementation of ICT in government schools of Nepal

Lack of skill and learning attitude of the teachers

Mathematics teachers are faced with inhibiting challenges or barriers to

computer use (Hudson and Porter, 2010).But it seems only in the urban area, still most of

the teachers in the rural area are falling into the struggling to use of ICT in teaching

mathematics. Teachers with skill of software packages be more likely to hold beliefs

about mathematics, mathematics teaching and learning, and technology use in the

classroom (Hudson & Porter, 2010). We have very few teachers those who are familiar

with the use of ICT in mathematics because they are guided by the same schooling of

traditional schooling system of chalk and board teaching system. According to (poudel

2015) teachers are more demotivated in use of ICT because of they don’t have the skill of

using it. (ICT master plan 2013-17) has plan of training about 7000 teachers in the field

of ICT, but still they are facing the problem in the content based training such as

particular training for GeoGebra and other software in the professional development
programs. Evidence suggests that majority of teachers who reported negative or neutral

attitude towards the integration of ICT into teaching Journal of Education and Practice

and learning processes lacked knowledge and skills that would allow them to make an

“informed decision” (Bordbar, 2010). As per the cited document the learning

environment and the learning attitude of the teachers is one challenge in the use of ICT in

teaching and learning mathematics.

Lack of Skilled course facilitator

The main challenge is lack of proficiency course facilitator (Dahal&Dahal2015) as I

mentioned above due to the lack of content based teaching training in the mathematics

teachers are not willing to go for the ICT they don’t have proper guidance for the content

based training because of the course facilitator. May be that factor plays the vital role in

the other side most of the teachers are using traditional way of teaching in the class so

that may not have the interest of using the ICT because teachers need to be update and

digitally literate in the content. Due to the lack of human resources that is skilled human

power is another factor as a challenge on the program.

Infrastructure and budgeting

The recent plan (three year plan, 2011-13) of GON (NPC, 2011) has included the polices

related to ICT in Education that, schools will be encouraged to use ICT in education to

increase access to quality education in rural areas, digital divide will be reduced, and ICT

will be integrated in all aspects of education. But due to the poor investment on the

education and on the IT sector so that there may not be sufficient budget for the

implementation of ICT in classrooms in rural areas where as there may be the problems
of transportation and electricity in most of the village area of various hilly and mountains

regions.

Result oriented curriculum

Nepalese educational policy is often blamed as a donor driven or donor based. Our

curriculum is not on the basis of Nepalese context, it is almost designed by the so called

experts from the developed country (Nepal, 2014).The curriculum in Nepal is result

oriented and the parents, students and school administration focus only in the marks that

the student obtained in an examination, so morally the process force the teachers to go

with the exam oriented teaching and marks focus teaching which demoralize the teachers

to use of ICT in the class. The major teaching and learning challenges facing higher

education revolve around student diversity, which includes, amongst others, diversity in

students’ academic preparedness, language and schooling background and the growth of

mass higher education has made large classes an endemic feature of several courses at

higher education institutions. As we have maximum rural area in our country so that the

parents and teachers even the administrators of the school has more focus in the marks of

the students not in the conceptual learning and learning ability.

 Size of the class

Large class sizes make it difficult for teachers to employ interactive teaching

strategies or to gain insight into the difficulties experienced by students. Large classes

pose problems for all students but students who are under-prepared are particularly

affected. It is these contexts that provide useful opportunities for educational

technologies. ( Jaffer, Ng'ambi, & Czerniewicz, 2007). Even not taking concern on the

skill due to which teachers may feel stress in the use of ICT in teaching of may be the

challenges on it. One of the major barriers of integrating ICT is the lack of classroom

time for students to use computers. It is, therefore, clear that the current class time is not

sufficient for effective integration of ICT (salehi & salehi, 2012). Due to more students in

the class room the time for each student in the IT room get less so that it becomes

difficult task for the teacher to complete the target of the curriculum.
 Conclusion

When we were told to think of a topic for research, I was in big dilemma about choosing

the title. I had interest in various subjects matters of research but it had be a concrete one.

Then I thought about the technology uses in the learnings. I reflect with the experience of

doing ICT activity in the class of Kathmandu University and in the class room. Things in

the classroom activities gave me a framework in my mind that I was going to do

something regarding the use of technology.

Study concluded that the content in mathematics classroom in Nepal can be

conceptualized with the help of ICT integration in the mathematics teaching and learning.

Abstract content could be contextualized with the help of ICT so that students can gained

the knowledge in the collaboration, digital literacy skill and communication skill can also

be developed through the use of ICT in teaching mathematics. Classrooms can be

connected in the nationally and internationally so that the international dimension in

learning takes place. ICT can be the tool and process for the conceptual learning of the

students such as GeoGebra can be a tool for the conceptual learning of Transformation,

Linear Programming, Geometrical theorem teaching in the mathematics learning. ICT in

mathematics helps in the contextual teaching in class, as we can contextualize the content

with the help of different ICT tools so that the learning be more conceptual and

sustainable.

Use of ICT in mathematics class increase the interest of students, it contextualize the

content, visualize the content in mathematics. Motivating the students is one of the

challenging task for the teachers in Nepal, it visualize the content so that the classroom

becomes more interactive and interesting, and it also connect the classroom with the
international collaborative partner classes as well. Different mathematical software, You

Tube videos and other internet site could help students for the conceptual learning, it

refer our students for the self-learning and also connect the teachers from the worldwide

in a moment, due to the process and the learning ability in the mathematics ICT motivate

the students in learning.

The study found that were not adequately trained on ICT integration in teaching

and learning Mathematics in secondary schools. The study concluded that teachers to be

trained on how to use ICT infrastructure, on a regular basis and training to be done at

zonal levels, at least after every six months. It also concluded that the government of

Nepal to provide schools with ICT infrastructure to enable teachers to integrate ICT in

their teaching and learning

Nepali school teacher face increasing pressure from government and from the

administrations to meet the needs of social transformation in education. Interest of the

students on the mathematics and the traditional teaching approaches and problem solving

strategies demotivating to the class of mathematics. ICT can be a tool to motivate the

students into the mathematics class for the collaborative learning and for their creativity

and also it helps in the process of the learning as I mentioned my experience of learning

process.

ICTs provide great opportunity for students and teachers to improve their teaching

and learning processes. So far, most of the Schools in developing countries like Nepal are

struggling with the basic ICT infrastructure such as internet, computers, video, audio, and

mobile technology facilities that form the basis for the establishment of ELearning. Also

the skill full human resource is also lacking in the schools of Nepali context and the
interest of the teachers. Low payment system of the teachers and the lack of the

infrastructure is also demotivating the teachers in the use of ICT in teaching mathematics.

As I mentioned above there are several opportunities in the uses of ICT that can enhance

the ability of students and teachers for the betterment of the teaching pedagogical

sustainability’s .As I think for the use of ICT in teaching mathematics first of all the

government should make clear and advance roadmap and policies in the education system

and increase the budget for it. Local government which is working in the education sector

should involve to minimize the challenges on the integration of ICT in education and

organize regular ICT based teachers professional development programs in the local

level.
References

 Bibek, Dahal & Dahal, Niroj. (2015). OPPORTUNITIES AND CHALLENGES

TO USE ICT IN NEPALESE MATHEMATICS EDUCATION.

 Dhital, Hemant. (2018). Opportunities and Challenges to Use ICT in Government

School Education of Nepal. International Journal of Innovative Research in

Computer and Communication Engineering. 6. 10.15680/IJIRCCE.2018.0604004.

 Panthi, R. K., & Belbase, S. (2017). Teaching and learning issues in mathematics

in the context of Nepal. European Journal of Educational and Social Sciences, xx

(x), xx-xx.

 Tika Ram Pokhrel, and Santosh Kumar Behera, “Expectations of Teachers from

Teachers Professional Development Program in Nepal.” American Journal of

Educational Research, vol. 4, no. 2 (2016): 190-194. doi: 10.12691/education-4-2-

6.

 Moseley, D., & Higgins, S. (2011). Ways forward with ICT: Effective pedagogy

using information and communications technology for literacy and numeracy in

primary schools. London: Teacher Training Agency.

 Jaffer, S., Ng'ambi, D. & Czerniewicz, L. (2007). The role of ICTs in higher

education in South Africa: one strategy for addressing teaching and learning

challenges.
 International Journal of Education and Development using ICT, 3(4), 131-142.

Open Campus, The University of the West Indies, West Indies. Retrieved April

17, 2019 from

 (15-17 November 2009,Usha Dixit) High Level Seminar on ICT in

Education13th UNESCO-APEID International Conference on Education and

World Bank-KERIS

 Master Plan 2013-2017( Information & Communication Technology (ICT)

 Poudel,(2015)TEACHERS‟ AND STUDENTS‟ PERCEPTIONS ON THE USE

OF ICT IN MATHEMATICS TEACHING, Paper submitted to Kathmandu

University

In Education, by Nepal Government).

 D Selvianiresa and S Prabawanto 2017 J. Phys.: Conf. Ser. 895 012171

 BECTA (2007)Harnessing Technology schools survey 2007

 Hudson, R., & Porter, A. (2010). ICT Use to Improve Mathematics Learning in

Secondary Schools. In ACEC2010: Digital Diversity. Conference Proceedings of

the Australian Computers in Education Conference. Melbourne, Australia: ACEC.

 HULL, D. (1995). WHO ARE YOU CALLING STUPID?: THE REVOLUTION THAT'S CHANGING

EDUCATION

 Satriani, Intan & Emilia, Emi & Gunawan, Handi. (2012). Contextual teaching

and learning approach to teaching writing. Indonesian Journal of Applied

Linguistics.

 Hmelo-Silver, C. (2004). Problem-Based Learning: What and How Do Students

Learn? Educational Psychology Review, 16(3), 235-266

 Eisenberg, M. B. (2008). Information Literacy: Essential Skills for the Information Age.

Journal of Library & Information Technology, 28(2), 39-47. doi:10.1336/1591581435