Mathematics education for Nepali learners in virtual classroom

The purpose of this writing is to share the author’s experience of using the virtual classroom in teaching online mathematics in Nepal. There is increasing national concern on the academic accomplishment of Nepali mathematics learners. Recent national and international studies have justified that the implication of mathematics education in virtual classrooms has been alarmingly supportive in present pandemic. The extent of motivation by the facilitators, learners in the e-classroom, concepts of mathematics teaching, giving assignment and evaluation have proved to be significant. The emotional aspects of teaching mathematics to the particular situation of the pandemic seems significant. Teaching mathematics at a distance is related to the fact that, at the higher education level, the facilitators generally teach mathematics in a formal way using mathematical symbols and formulas. Again, the way mathematics is taught is related to the learners to whom the teaching is addressed. This article explores that teaching mathematics in virtual classroom guides the learners in fruitful directions as they sort out details and experience connections for themselves. The study result shows that the attitudes of the mathematics teachers at tertiary level towards using ICT tools in terms of behavioral engagement and confidence is positive. However, they lack some specific knowledge with technological tools in order to make the classroom more lively and fruitful.