Mathematics Education Forum Chitwan <p>Mathematics Education Forum Chitwan (MEFC) is a peer-reviewed journal of mathematics education and mathematics published annually by the Council for Mathematics Education, Chitwan Branch. The main purpose of the journal is to provide a forum for scholarly discourses on the related fields that intends to contribute to mathematical knowledge and knowledge building process as well. In doing so, the MEFC publishes original research papers and other theoretical/philosophical papers, which have sound academic values that contribute to bringing positive and perspectival changes.</p> Council for Mathematics Education, Chitwan Branch, Nepal en-US Mathematics Education Forum Chitwan 2645-8500 <p>© Mathematics Education Forum Chitwan</p> Exploring Transformative Pedagogy in Teaching Mathematics <p>This paper is based on the first author’s auto/ethnographic inquiry into pedagogical practices based on his MPhil dissertation. The second author being the dissertation supervisor has played a facilitative role in developing the structure and content of the paper while the third author has provided critical comments and inputs on overall aspects of the paper. Various research studies show that teaching mathematics has been a challenging task for many teachers in Nepal. Based on our experience, most of the mathematics teachers including the first author are found struggling for improving their pedagogical skills to provide students with meaningful (authentic, empowering, justifiable and inclusive) learning. In so doing, instead of looking into their ‘inner-selves”, they oftentimes wander around the outer world seeking the better (and the best) possible pedagogical approaches. In this orientation, as an auto/ethnographer, the first author narrates his stories on pedagogical practices to examine his traditional teacher-centric pedagogical practices and explore the transformative pedagogy as student-centric pedagogy. The study helped him improve his pedagogical practices and envision a synergy of teacher-centric pedagogy and transformative pedagogy in his professional life-world. Therefore, this paper aims at sharing the research context, theoretical position, methodology, and reflection and lessons learned. This paper is developed from the perspective of the first author’s experience using the first person “I”.</p> Indra Mani Shrestha Bal Chandra Luitel Binod Prasad Pant Copyright (c) 2020 Mathematics Education Forum Chitwan 2020-12-31 2020-12-31 5 5 9 16 10.3126/mefc.v5i5.34752 Emerging ICT Tools, Techniques and Methodologies for Online Collaborative Teaching and Learning Mathematics <p>Emerging ICT tools, techniques and methodologies (TTM), which might be helpful for pedagogical practices, for a synchronous and asynchronous mode of teaching and learning mathematics in online and distance mode of education. This action research reported from the underpinning practices of the authors as trainers, course facilitators, educational researchers and innovative practitioner-the possible uses of emerging ICT tools, techniques and methodologies for teaching and learning mathematics. This article highlights some key strengths with possible integration of emerging ICT tools, techniques and methodologies to facilitate online and offline task(s) and assessment(s) of the learners, and trainees in a collaborative manner. Epistemologically, our experiences reflected that the learning experiences of the learners and trainees would be better by incorporating emerging ICT tools, techniques and methodologies in day to day practices in online classes specifically more in this present context. We have concluded the paper by highlighting the effectiveness of use of emerging ICT tools, techniques and methodologies as a new innovative virtual teaching and learning platform.</p> Niroj Dahal Bal Chandra Luitel Binod Prasad Pant Indra Mani Shrestha Netra Kumar Manandhar Copyright (c) 2020 Mathematics Education Forum Chitwan 2020-12-31 2020-12-31 5 5 17 21 10.3126/mefc.v5i5.34753 Dynamic Analysis of Prey-Predator Model with Harvesting <p>Employing the Lotka -Voltera (1926) prey-predator model equation, the system is presented with harvesting effort for both species prey and predator. We analyze the stability of the system of ordinary differential equation after calculating the Eigen values of the system. We include the harvesting term for both species in the model equation, and observe the dynamic analysis of prey-predator populations by including the harvesting efforts on the model equation. We also analyze the population dynamic of the system by varying the harvesting efforts on the system. The model equation are solved numerically by applying Runge - Kutta fourth order method.</p> Puskar R. Pokhrel Bhabani Lamsal Copyright (c) 2020 Mathematics Education Forum Chitwan 2020-12-31 2020-12-31 5 5 22 27 10.3126/mefc.v5i5.34759 STEAM Pedagogy as an Approach for Teacher Professional Development <p>The ongoing in-service teacher learning or formal teacher professional development (TPD) is too conventional and de-escalating as the disciplinary skills and knowledge of teacher is insufficient to solve real world problems which are multi-disciplinary in origin. Thus, there is a critical need to explore and introduce multidisciplinary pedagogy with wise integration of science, technology, engineering, arts and mathematics (STEAM) concepts as an approach for TPD. This paper aims to explore the possible approaches of introducing STEAM pedagogy as an approach for TPD. This argumentative paper is prepared with the help of relevant and useful literatures. We argue the urgent need to integrate arts and technology in subject disciplines and design STEAM projects and training module as a neo-approach for TPD. This approach is equally useful for pre-service as well as in-service school teachers to develop multidisciplinary ways of knowing and solving real world problems.</p> Sanjaya Kumar Pant Bal Chandra Luitel Binod Prasad Pant Copyright (c) 2020 Mathematics Education Forum Chitwan 2020-12-31 2020-12-31 5 5 28 33 10.3126/mefc.v5i5.34760 Secondary School Students’ Attitude towards Mathematics <p>The major objective of this article is to describe the perception of self-efficacy and attitude towards mathematics of students studying science and mathematics in grade 12 in Kathmandu valley. Cross-sectional descriptive design and quantitative method were used to collect and analyze data. Data were collected from 318 randomly selected students studying science in grade 12, from nine different schools of Kathmandu valley through self-administered questionnaire. The survey showed that majority of girls and boys were encouraged by their parents to get enrolled in the science stream. Most of them chose mathematics courses to enter into the fields of engineering and technical sciences. From the observation we found that perceived self-efficacy is good i.e. both girls and boys have positive and good attitude towards mathematics courses. There is no gender variation in attitude of students learning mathematics between girls and boys. Therefore, attitude towards mathematics are less likely to be influenced by gender of students, castes and educational status of parents. Many students can be attracted towards mathematics field of study by providing information and counseling about academic opportunity for mathematics in higher education.</p> Dhana Kumari Thapa Tara Paudel Copyright (c) 2020 Mathematics Education Forum Chitwan 2020-12-31 2020-12-31 5 5 34 39 10.3126/mefc.v5i5.34761 Common Fixed Point Theorems Using Compatible Mappings of Type (R) in Semi-metric Space <p>In this paper, we establish a common fixed point theorem for three pairs of self mappings in semi-metric space using compatible mappings of type (R) which improves and extends similar known results in the literature.</p> Umesh Rajopadhyaya K. Jha Copyright (c) 2020 Mathematics Education Forum Chitwan 2020-12-31 2020-12-31 5 5 40 44 10.3126/mefc.v5i5.34762