A study on analysis of mathematics teaching-practice among secondary level students in Rural-Urban areas of Nepal

Mathematics is a key subject in the Nepalese education system and majority of the students are called a very tough subject in the higher secondary level. Nepal experienced a series of challenges in its education system as country confronted many ups and downs from the natural and political hazards. The rural and urban story of education is stimulating. This paper examines the teaching practice of Mathematics (Geometry) in the rural and urban areas of Sindhupalchok, Ramechhap and Chitwan districts within the Bagamati Province of Nepal. A set of questionnaires was prepared and executed in Jan-March 2024 within the secondary level of public schools. The result found that Mathematics (Geometry) teaching is challenging in the study area. The number of teachers in the study area is diverse and lack of mathematics faculties is noticed in the rural areas. However, the mathematics lab and other set up are much better in the urban sectors than rural. The rural student face challenges in access, availability of devices, and number of scientific materials and most importantly the students at the rural areas are facing multiple social, domestic and economic challenges as a result the teachers-student tuning is challenging in the surveyed areas. The study concluded that mathematics teaching is challenging in the present context, however after federalizations the local government support and monitoring has raised awareness and initiation has taken positively for the quality education but still the human resources and technical competencies is limited due to the lack of sufficient materials. Local level initiations and support are essential and local government and community initiation can brought change in this course.