TEACHING AND LEARNING PROBLEMS FACED

BY TEACHERS AND STUDENTS IN

MATHEMATICS: A CASE STUDY OF
MATHEMATICS DEPARTMENT, MUST

Ifra Akhtar
Roll No. 10

Session 2022-2024

Department of Education
Faculty of Sciences
University of Azad Jammu and Kashmir (UAJ&K),
Muzaffarabad (AJK) Kashmir
TEACHING AND LEARNING PROBLEMS FACED
BY TEACHERS AND STUDENTS IN
MATHEMATICS: A CASE STUDY OF
MATHEMATICS DEPARTMENT, MUST

By

Ifra Akhtar
Roll No. 10

A thesis submitted in partial fulfillment of

the requirements for the degree of

BACHELOR OF EDUCATION

Session 2022-2024

Department of Education
Faculty of Sciences
University of Azad Jammu and Kashmir (UAJ&K),
Muzaffarabad (AJK) Kashmir
 CERTIFICATION

I hereby undertake that this research is an original one and no part of this thesis
falls under plagiarism. If found otherwise, at any stage, I will be responsible for the
consequences.

Student`s Name: Ifra Akhtar Signature: __________

Registration No.: 10/AJK Date:_______________

Certified that the contents and form of thesis entitled “Teaching and Learning
Problems Faced by Teachers and Students in Mathematics: A Case Study of
Mathematics Department, Must” submitted by “Ifra Akhtar” have been found
satisfactory for the requirement of the degree of Bachelor in Education.

Date: _________________________

Supervisor: ____________________

External Examiner: _____________

 DEDICATION

First of all, we thank ALLAH Almighty, who gave us strength and knowledge to
complete our research. This study is wholeheartedly dedicated to our most respected
research supervisor, Sir Mehmood Subhani whose guidance, advice, encouragement,
and prayers have been our great source of inspiration and strength through the course
of research. We are deeply thankful and extend our sincere esteem to them. Every
challenging work needs self-effort as well as the guidance of elders. So we dedicate
our effort to all our respected and hard-working teachers and our loving parents
whose encouragement and prays make us able to succeed in our work.
 Table of Contents
Page No.
List of Figures viiii
List of Tables ix

List of Abbreviation x

ABSTRACT xiii

1. BACKGROUND TO THE STUDY 1

1.1 INTRODUCTION………………………………………………………………………………..1

1.2 GENERAL BACKGROUND OF MIRPUR……………………………………………………..1

1.3 BACKGROUND OF THE PROBLEM………………………………………………………….3

1.4 STATEMENT OF THE PROBLEM…………………………………………………………….4

1.5 OBJECTIVES OF THE RESEARCH…………………………………………………………...5

1.6 MAIN RESEARCH QUESTIONS………………………………………………………………5

1.7 LIMITATIONS OF THE RESEARCH………………………………………………………….5

1.8 SIGNIFICANCE OF THE STUDY……………………………………………………………...6

1.9 OPERATIONAL DEFINITION OF TERMS……………………………………………………6

1.10 ORGANIZATION OF THE STUDY…………………………………………………………..7

2. THEORETICAL FRAME WORK AND REVIEW OF RELATED LITERATURE 8

2.1 INTRODUCTION……………………………………………………………………………….8

2.2 LEARNING…………………………………………………………………………………...... 8

2.3 TEACHING……………………………………………………………………………………...9

2.4 GENERAL CHALLENGES IN TERTIARY INSTITUTIONS………………………………...11

2.5 CHALLENGES IN MATHEMATICS TEACHING AND LEARNING………………………12

2.6 CONCLUSION………………………………………………………………………………….15

3. RESEARCH DESIGN AND METHODOLOGY 16

3.1 INTRODUCTION………………………………………………………………………………16

3.2 RESEARCH DESIGN…………………………………………………………………………..16

3.3 TARGET POPULATIONS…………………………………………………………………… 17

3.4 SAMPLE………………………………………………………………………………………. 17

3.5 SAMPLING DESIGN……………………………………………………………………….... 18

3.6 TRIANGULATION…………………………………………………………………………… 18

3.7 DATA COLLECTION METHODS AND INSTRUMENTS………………………………… 19

3.7.1 Questionnaire………………………………………………………………………………. 19

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 3.7.2 Interviews………………………………………………………………………………… 19

3.7.3 Focus Group Discussion…………………………………………………………………… .20

3.8 DATA ANALYSIS TECHNIQUES……………………………………………………………21

3.9 ETHICAL ASPECTS…………………………………………………………………………...21

3.10 LIMITATIONS OF THE STUDY…………………………………………………………….22

3.11 CONCLUSIONS……………………………………………………………………………....22

4. PRESENTATION OF FINDINGS 23

4.1 INTRODUCTION………………………………………………………………………………23

4.2 THE TEACHING AND LEARNING OF MATHEMATICS AT MUST……………………...23

4.2.1 Qualifications of mathematics lecturers……………………………………………………..23

4.2.2 Lecturers` perception of their teaching loads………………………………………………..24

4.2.3 Mathematics tutorial…………………………………………………………………………25

4.2.4 Completing the syllabus at the end of each academic semester……………………………..26

4.2.5 Availability of lecturers for consultation…………………………………………………… 26

4.2.6 Library opening hours……………………………………………………………………….27

4.2.7 Assessment of coursework…………………………………………………………………..27

4.2.8 Lecturers perception on the availability of mathematics resources…………………………28

4.2.9 Students perception on the availability of mathematics resources………………………….29

4.2.10 Teaching methods used by lecturers……………………………………………………….30

4.2.10.1 Methods of teaching preferred by lecturers…………………………………………….31

4.2.10.2 Lecturers activities while teaching……………………………………………………..31

4.2.10.3 Teaching practices as observed by students……………………………………………32

4.2.11 Students activities while learning mathematics……………………………………………33

4.2.12 Budgetary allocation to the university……………………………………………………..34

4.3 CHALLENGES FACED BY MUST MATHEMATICS LECTURERS WHEN TEACHING 34

4.3.1 Students practices in mathematics…………………………………………………………..34

4.3.2 Attitude of students towards mathematics…………………………………………………..35

4.3.3 Foundation in mathematics of students from secondary school…………………………….36

4.3.4 Preparedness to study university mathematics……………………………………………. .36

4.4 CHALLENGES FACED BY MUST STUDENTS WHEN LEARNING MATHEMATICS 37

4.4.1 Attitude of students towards mathematics…………………………………………………..37

4.4.2 Transition and mathematics foundation……………………………………………………..38

 4.4.2.1 Preparedness to study university mathematics………………………………………….. 38

4.4.3 Teaching and learning styles in mathematics……………………………………………….39

4.4.3.1 Students practices in mathematics………………………………………………………..39

4.4.4 Challenges encountered students…………………………………………………………….39

4.4.4.1 Learning in large classes………………………………………………………………….39

4.4.4.2 Pace of instruction………………………………………………………………………...40

4.4.4.3 Information overload……………………………………………………………………...40

4.4.4.4 Teaching additional mathematics (ADMA) andNon-additional mathematics learner…....40

4.4.4.5 Lecturers…………………………………………………………………………………..41

4.5 CONCLUSION………………………………………………………………………………….41

5. DISCUSSION OF FINDINGS 42

5.1 INTRODUCTION………………………………………………………………………………42

5.2 THE TEACHING AND LEARNING CONDITIONS OF MATHEMATICS…………………42

5.2.1 Qualifications of mathematics lecturers……………………………………………………..42

5.2.2 Mathematics tutorials………………………………………………………………………..43

5.2.3 Lecturers perception of their teaching load and completing the syllabus………………….. 43

5.2.4 Consultation…………………………………………………………………………………43

5.2.5 Accessibility to the library…………………………………………………………………. 44

5.2.6 Assessment in mathematics course………………………………………………………….44

5.2.7 Availability of mathematics resources………………………………………………………45

5.2.8 Teaching methods………………………………………………………………………… 45

5.2.9 Assessment in mathematics courses………………………………………………………...46

5.3 CHALLENGES FACED BY MUST LECTURERS WHEN TEACHING MATHEMATICS .47

5.3.1 Students practices in mathematics…………………………………………………………..47

5.3.2 Attitude of learners………………………………………………………………………….48

5.3.3 Mathematics foundation and preparedness to study mathematics…………………………..49

5.4 CHALLENGES FACED BY MUST STUDENTS WHEN LEARNING MATHEMATICS…49

5.4.1 Transition and freedom……………………………………………………………………...49

5.4.2 Mathematics foundation and preparedness to study mathematics…………………………..50

5.4.3 Physical classroom environment…………………………………………………………….50

5.4.4 Availability of accommodation on campus………………………………………………….51

5.4.5 Respect and learners participation in class…………………………………………………..52

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 5.4 Conclusion …………………………………………………………………………………….. 52

6. CONCLUSION AND RECOMMENDATIONS 53

6.1 INTRODUCTION……………………………………………………………………………… 53

6.2 SUMMARY……………………………………………………………………………………. 53

6.3 CONCLUSION………………………………………………………………………………… 53

6.3.1 The teaching and learning of mathematics at MUST……………………………………….. 53

6.3.2 Challenges faced by MUST lecturers when teaching mathematics ………………………... 54

6.3.3 Challenges faced by MUST students when learning mathematics…………………………. 54

6.4 RECOMMENDATIONS………………………………………………………………………. 55

6.4.1 Mathematics resources……………………………………………………………………... .55

6.4.2 Teaching methods…………………………………………………………………………... 55

6.5 AREA FOR FUTURE RESEARCH………………………………………………………….. 55

BIBLIOGRAPHY 56
 List of Figures

Figure No. Page No.

4.2 Lecturers perception of their teaching goals……………………………………..24

4.3 Number of lectures who complete the syllabus………………………………….26

4.4 Perceptions on availability of mathematics courses……………………………..29

4.5 Teaching methods used by lecturers……………………………………………..30

4.6 Lecturers activities while teaching……………………………………………….32

4.7 Lecturers activities while teaching as observed by learners……………………..33

4.8 Students activities while learning………………………………………………..33

4.9 Students do not practice solving problems on their own ………………………..35

4.10 Lecturers perception on whether students have a positive attitude or not……. 35

4.11 Lecturers perception on whether students have a poor foundation or not……..36

4.12 Secondary school mathematics prepared students adequately………………….37

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 List of Tables
Table No. Page No.

4.2 Qualification of the lecturers teaching mathematics……………………………..24

4.3 Students responses on frequency of tutorials in mathematics……………………25

4.4 Availability of mathematics resources…………………………………………...30

4.5 Attitudes of students towards mathematics………………………………………37

4.6 Preparation of secondary school mathematics…………………………………...38

4.7 Solving mathematics problems…………………………………………………..39

 List of Abbreviations

GCSE General Certificate of Secondary Education

TIMSS Trends in International Mathematics and Science Study

NCTM National Council of Teachers of Mathematics

PCK Pedagogical Content Knowledge

ICT Information and Communication Technology

DONS Dean of Natural Sciences

CA Continuous Assessment

iv
 COPY RIGHTS
THE DATA AND RESULTS REPORTED IN THE THESIS HAS NOT BEEN
PUBLISHED OR SHARED YET AND PROTECTED BY COPY RIGHTS OWNED
BY UNIVERSITY AND PROHIBITED TO USE FOR ANY PURPOSE WITHOUT
PERMISSION.
 ACKNOWLEDGEMENTS

All praise be to ALLAH Almighty, the most gracious, the most Merciful who
bestowed us with the mind to think, the ability to observe, the power to understand
things, and the passion to seek knowledge and gave us strength, inspiration and
prudence to bring these project to a close. All regards to the Holy Prophet Hazrat
Muhammad (P.B.U.H) who enabled us to recognize our Creator and his creations to
understand the philosophy of life. We place on record, our sincere thanks to Sir
Mehmood Subhany for providing a good research environment and all the facilities
that we need.

We convey our profound gratitude and sincere appreciation to our respected

supervisor Sir Mehmood Subhany for his valuable advice, great support, and
continuous encouragement throughout the period of our work. His contribution can
not acknowledge in a few lines packed with gratitude. We also express our deep and
humble gratitude to Honorable faculty members in the Department of Education SCE,
for their precious contribution to the advancement of my knowledge and learning.

Finally, we must express our very profound gratitude to our parents and family
members for providing us with unfailing support and continuous encouragement
throughout our years of study and through the process of researching and writing this
thesis. This accomplishment would not have been possible without them.

Ifra Akhtar

iv
 ABSTRACT

The purpose of this study was to investigate the challenges of teaching and learning
mathematics at the Mirpur University of Science and Technology (MUST), the largest
public university in Mirpur. The challenges of teaching and learning mathematics are
countless. The framework addressing the challenges could have many domains but
this study looked at five domains which included effective teaching and learning
styles for mathematics, mathematical knowledge for teaching, mathematics
foundation and transition, attitude and a conducive learning climate. Questionnaires,
interviews and focus group discussions were used in the data collection process in this
study. The study found that among other challenges, students did not have a positive
attitude towards mathematics, had a poor foundation in mathematics and that high
school mathematics did not prepare students adequately for the rigours of university
mathematics. Living off campus and adjusting to different teaching practices came
with its own challenges. The lack of relevant reference books, latest mathematics
software and exposure to the latest mathematics journals did not help the situation.
The study concludes by making recommendations that both lecturers and students
should have access to mathematics resources and that there is need to consider
teaching methods that create opportunities for students to actively participate in the
learning process.