A Review on Teachers and Students Engagement in Mathematics Learning: A Critical Reflection on Nepalese Context


  • Dal Bahadur Thapa TU DMC, BAGLUNG


Mathematical interactions, constructivism, linguistic, environment, multicultural.


This article focuses on the engagement of students and teachers in mathematics learning within Nepalese classroom. Mathematical interaction is considered a significant concern in Nepal, particularly due to the multicultural and multilingual nature of the classrooms.  Nepalese students come from diverse cultural and linguistic background, posing challenges in implementing constructive approaches to teaching mathematics. The teacher-student interaction is regarded from a cognitive perspective, recognizing both parties as mutually authoritative subjects actively interpreting and anticipating within the classroom. The article aims to explore these dynamics and shed light on the effective implementation of constructivist principles in mathematics classroom in Nepal.