Learning Mathematics beyond the Classroom through Local Knowledge and Community Practices

Abstract

Mathematics is a formal school subject that is taught by textbooks, taught with formulas, and in class, and so many students see mathematics as continuous, abstract and far from their life. This study focuses on the processes of learning and earning in Sikdai Kamaudai ra Kamaudai Sikdai (Learn and Earn) programme and STEAM activities in JSS Secondary School in Hetauda, Nepal, where students learn mathematics based on local knowledge and community practice. The study employed a qualitative research design guided by an integrated theoretical framework of Ethno-mathematics, Situated Learning Theory and Sociocultural Theory. The open-ended interviews were conducted with three purposively selected secondary school students and analyzed thematically.

The results indicate that students had meaningful mathematical learning experiences while engaging in agricultural activities, entrepreneurship projects, visiting banks and co-operatives, observing hydropower and traditional technologies like Pani Ghatta (water mill). These authentic experiences helped students relate mathematics with real life situations like measurement, estimation, geometry, ratio, profit, loss etc. and simple and compound interest. The learning was not based on teaching in the book alone, but was done through active learning, social interaction and community involvement, so that mathematics topics become meaningful for learners.

The study adds to the body of literature on culturally responsive mathematics education by showing that a place-based learning context can supplement the formal school mathematics classroom and can offer authentic experiences for developing mathematical understanding. The incorporation of these community-based experiences in school mathematics can lead to the connection of formal and informal mathematics, culturally responsive mathematics education and meaningful learning in Nepal and other learning contexts.