Mathematics teachers' perspectives on emergent issues in teaching and learning mathematics in Nepal

Researchers and scholars of mathematics education have discussed several issues in teaching and learning mathematics in general. However, there is minimal discussion of such issues in the Nepalese context. This study aimed to explore teaching-learning issues in mathematics in Nepal. A researcher-constructed questionnaire with 37 items had been administered to 101 mathematics teachers in Kathmandu valley. An exploratory factor analysis revealed six key components to highlight the significant issues in mathematics teaching-learning: Social and Cultural Issues, Issues with Equity and Justice, Technological and Pedagogical Issues, Professional Issues, Political and Social Issues, and Theoretical Issues. A one-sample t-test was applied to each of these components to analyze the issues from the perspectives of the research participants to emphasize their critical concerns in teaching and learning mathematics in Nepal.