Stories of Learning Difficulties in Mathematics and Ways to Address Them: Teacher Leadership Perspectives

Abstract

This study explored the challenges faced by students learning mathematics in a private school in Kathmandu, Nepal. The traditional lecture-based teaching approach and the mismatch between mathematics content and the learners' context contribute to the problem. Lack of motivation among Nepali students is also cited as a concern. The study aims to explore the role of teacher leadership in addressing these difficulties by exploring remedial teaching methods. This study revolves around two research questions: How do students narrate their experiences of learning difficulties in mathematics? And how do mathematics teachers use teacher leadership to support students with learning difficulties? A qualitative approach, using narrative inquiry, was adopted to fulfill the purpose of this study. The interview with students and teachers employed to understand the perceptions, understanding, and experiences of students who struggled with mathematics was taken as the major data source. Two teachers and two students were chosen purposively for the interview process, and ten were chosen for the focus group discussion. The collected data were discussed and analyzed using the thematic approach, where the data were coded, then categorized, and themes were formed based on the categories. The discussion in this study is made from the lens of social constructivism and leadership perspective. The study found that students needed help understanding concepts and solving problems and lacked motivation and time to practice. The study also found that effective teaching methods (such as project-based learning, art-based approach, and use of materials), including individualized support and a positive and supportive learning environment, were important in helping students overcome these difficulties. The study concluded that addressing students’ needs and promoting a positive attitude toward mathematics can improve their learning and academic success. The teachers in the scene appear uncertain about the causes behind their students' difficulties and are deliberating on whether their instructional strategies are effective. The school administration should ensure that all students receive the necessary assistance by soliciting feedback and addressing problems or obstacles. A significant proportion of students struggle to grasp mathematical concepts in a conventional classroom environment, owing to their lack of comprehension of the subject matter and inadequate experience, as well as social factors like a lack of familial support and a preference for engaging in activities. The students are hopeful for a change in the teaching approach that prioritizes enjoyable and engaging learning experiences for all students, not just those who excel academically. The teachers' approach exemplifies transformational leadership, as they strive to inspire and motivate their students to participate in the coursework and attain their learning goals. By adopting a student centric approach and striving to comprehend their individual needs and difficulties, the teachers aim to establish a nurturing and empowering environment for their students. The findings and outcomes of this study are possibly useful to various stakeholders. They may find the classroom scenarios from students’ stories and teachers’ perceptions, which may help them set their strategies and plans for teaching and learning mathematics. Leaders can find possible ways to support the students in mathematics teaching and learning in their institutions.