Adversities Encountered in Inclusive Mathematics

Abstract

In this article, I have articulated challenges of inclusive classroom practices of mathematics in Nepalese schools. The main purpose of this paper is to explore the adversities faced by the teachers to promote inclusive mathematics classroom practices. I have adopted interpretative approach to enquire to describe the realities about inclusive classroom practices of mathematics teaching and learning. The classroom teaching - learning situation in the schools is observed on the basis of the classroom episodes. Some participants were interviewed. I have observed classroom episodes / practices of two schools of Arghakhanchi district to fi nd the answer of the research questions. I have discussed the different data texts from my participants. Then it has been found that diversity of learners and their various background are the major adversities to ensure inclusiveness within the classroom. It has also been found that most of the teachers basically use textbooks alone as curriculum and deliver instruction as a routine task. In most of the cases the instructional approaches used in the classroom are not interactive, participatory and meaningful to the learners. Using appropriate instructional method and providing sufficient learning opportunities adversities can be minimized within the classroom in teaching mathematics.