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- 저자 : Susmita Pathak (검색결과 2 건)
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Learners creativity through mathematical thinking and teaching
Susmita Pathak 아시아사회과학학회 2021 Jornal of Asia Social Science Vol.2 No.3
This paper draws connections between the learners creativity and teaching mathematics. The relationship between developing the creativity and mathematical teaching are interrelated to make the students logical and resourceful. Developing the sense of creativity in learners thinking is possible through the mathematical problem posing and solving. Creativity and mathematics are diverse disciplines that appear together if the ambitious expectation of the learners is accommodated for those who need it in real class room. The fluency of ideas, flexibility in thinking, and novelty in evolving unique knowledge, and elaboration of the concept in the classroom support the learners to be innovative and ingenious. These factors contribute, among others, to the fact that learners display their performance in real life through sound competence in mathematics. Identifying the problems through creative thinking and solving them are good enough to develop the mathematical reasoning and making logic for social life. Being creative and innovative is a part of quality mathematical teaching and it is the ingredient part to perform mathematical assignments. The problem posing and solving are related to the development of mathematical knowledge and creativity. It analyzes the creative product, process as focal points in order to analyze the role of mathematics education in the development of students’ creativity. Finally, this article explores that being creative and mathematical studies in social life are the most. For this, the review of literature is used to justify mathematical creativity, understanding of the creative students; and it discusses the issues and implications for the teaching of mathematics for making the learners creative.
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Mathematics education for Nepali learners in virtual classroom
Susmita Pathak 아시아사회과학학회 2021 Jornal of Asia Social Science Vol.4 No.1
The purpose of this writing is to share the author’s experience of using the virtual classroom in teaching online mathematics in Nepal. There is increasing national concern on the academic accomplishment of Nepali mathematics learners. Recent national and international studies have justified that the implication of mathematics education in virtual classrooms has been alarmingly supportive in present pandemic. The extent of motivation by the facilitators, learners in the e-classroom, concepts of mathematics teaching, giving assignment and evaluation have proved to be significant. The emotional aspects of teaching mathematics to the particular situation of the pandemic seems significant. Teaching mathematics at a distance is related to the fact that, at the higher education level, the facilitators generally teach mathematics in a formal way using mathematical symbols and formulas. Again, the way mathematics is taught is related to the learners to whom the teaching is addressed. This article explores that teaching mathematics in virtual classroom guides the learners in fruitful directions as they sort out details and experience connections for themselves. The study result shows that the attitudes of the mathematics teachers at tertiary level towards using ICT tools in terms of behavioral engagement and confidence is positive. However, they lack some specific knowledge with technological tools in order to make the classroom more lively and fruitful.
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