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An Overview of Mathematics Laboratory in School Level Education in Nepal

Article in Rupantaran A Multidisciplinary Journal · February 2023

DOI: 10.3126/rupantaran.v7i1.52208

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 76

Rupantaran : A Multidisciplinary Journal

Vol. VII : pp 76-89, February, 2023
ISSN (Print) : 2091-0061, ISSN (Electronic) : 2738-9960
https://doi.org/10.3126/rupantaran.v7i1.52208
Research Management Cell (RMC)
Dhankuta Multiple Campus, Dhankuta
Tribhuvan University, Nepal

An Overview of Mathematics Laboratory in School Level Education in Nepal

Rajendra Kunwar,PhD1
Email: [email protected]
ORCID: https://orcid.org/0000-0002-2195-5696

Abstract
The article explores the discourse of mathematics laboratories concerning classroom teaching. It
focuses on the mathematics teachers' knowledge and awareness about the use of mathematics
laboratories and their importance, especially in school-level education in Nepal. The study is
descriptive in nature. It is chiefly based on the review of previous literature. This article presents
a short glimpse into mathematics education, teaching mathematics, and an outline of
mathematics laboratories precisely. It also discusses the different aspects of the mathematics
laboratory. The mutual support for transforming knowledge through classroom practice in
teaching and learning mathematics to overcome the constraints has also been discussed. Also, it
provides ways of sharing experiences by working together with the use of varied modern tools
and technology in the classroom practice that helps to encourage the students to take part in the
learning process actively and make them clear different mathematical concepts as well. It also
suggests the establishment and utilization of a mathematics laboratory for the concerned
mathematics teachers and administrators of the school to facilitate and conduct effective
mathematics teaching.
Keywords: mathematics education, mathematics lab, school-level education, teaching
mathematics
Introduction
Mathematics is a common area of study that everyone needs in life. It is an integral part
of the school curriculum almost the globe. It is considered one of the foundations of formal
education systems as interdisciplinary languages and tools as well as the study of quantity,
structure, space, and change (Roy, 2011). Mathematics is the science of well-defined objects and
concepts that can be analyzed and transformed in many ways through “mathematical
reasoning” to arrive at conclusions of which we are convinced (OECD, 2018). Coping with life's
challenges is an important requirement in all areas of intellectual activity and human
development (Ihechukwu & Ugwuegbulam, 2016).
The word "mathematics" comes from the Greek word "mathema" meaning study, science
(Richard, 2014) even in classical times; it took on the narrow, descriptive meaning of

1
Dr. Kunwar is an associate Professor of Mathematics Education, at Tribhuvan University, Mahendra
Ratna Multiple Campus, Ilam, Nepal.
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Rupantaran:A Multidisciplinary Journal, Vol. VII, 2023

"mathematical investigation". Mathematics is an important subject with broad application in

everyday life but is often considered a difficult subject in school (Kaur, 2017). From the
beginning of formal education, students begin to develop negative attitudes toward math studies,
which gradually turn into a form of mathematical anxiety (Hornigold, 2015). Many students find
mathematics a difficult subject (Capuno et al., 2019). Despite the importance given to
mathematics, many students struggle to understand the subject (Mazana et al., 2020). According
to Piaget (1971), mathematics should be visualized as a means of teaching children to think,
reason, analyze and formulate logically, and should be viewed as a companion to all subjects
related to analysis and reasoning. In this context,
mathematics laboratories can promote mathematical awareness, skill development, positive
attitudes, and learning by providing experiences in different areas of mathematics (Capuno et al.,
2019). This suggests that the mathematics lab is a very necessary aspect to visualize mathematics
so that students can effectively understand the concepts, facts, and principles of mathematics. It
also increases student engagement and makes learning practical and easy. The main purpose of
this study is to reflect the meaning and definition, purpose, necessity, and importance of the
mathematics laboratory, its equipment and materials, installation method, management and
maintenance, and the influence of the mathematics laboratory on school education. Before
presenting a discourse on the various aspects of the mathematics laboratory, this article
introduces the initial plans for mathematics education and teaching to make it clearer and more
meaningful.
Mathematics Education
Mathematics education has a high status as a research field. It refers to teaching and
learning mathematics to develop a wide spectrum of our lives equipping young people with
different skills and solving critical problems in their daily life (Golding, 2018). It is a common
platform for better learning and teaching mathematics. This includes teaching, learning, and
assessment aspects. Mathematics education, called the history and pedagogy of the field of
mathematics, is characterized by an interesting and rich past and a vibrant and promising future
(Clark, 2020). Mathematics classes help learners develop mathematical thinking, understand
processes, apply mathematics to real-world problems, and foster a positive attitude towards
mathematics research (Kunwar, 2019). It is primarily concerned with the actual needs of the
individual, society, and human beings as a whole. Therefore, we must pay attention to the needs,
hopes, fears, expectations, emotions, etc. of people, whether students, teachers, or researchers.
Teaching mathematics is a highly interdisciplinary field by its very nature. This means
that a wide range of research methods can be used in the field of mathematics education. The
teaching of mathematics has a reflexive relationship with its object of study. These are not
considered absolutes, but rather enabling their change and development are multiple goals of the
research. Mathematics lessons are, of course, always embedded in diverse cultures and their
histories (Dofler, 2003). Mathematics education needs to pay special attention to the perspectives
of teachers, their teaching situations, and the constraints they face (Bishop, 1998). Thus, as
Kunwar (2019) puts it, the teacher's perspective, his three-dimensional model of mathematics
teacher knowledge (content knowledge, pedagogical knowledge, and technical knowledge),
makes teachers more knowledgeable and can be effectively communicated.
Mathematics focuses solely on the courses or content and teaching mathematics. It
includes general educational instruction, tools, and methods that facilitate practice based on the
effective delivery of mathematics instruction. Also, it is a concern to the curriculum and
pedagogical decisions (Clements, 2012). Mathematics education focuses on the needs, interests,
and potentials of learners in society. As such, it considers psychology, culture, and social
aspirations with as much rigor and attention as it does mathematical content and processes
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Rajendra Kunwar/An Overview of…

(Lowrie, 2015). It also has a stronger foundation in the field of education than mathematics. It is
also closely related to the pedagogical knowledge of mathematics teachers and their
content knowledge concerning to contents of mathematics (Fried & Dreyfus, 2014). Teaching
mathematics includes not only psychology but also sociology, anthropology, philosophy, and
ethics (Lerman, 2014). Of course, the emphasis is on teaching and learning mathematics. As
Jorgensen (2014) suggests, we may need to construct a transformative paradigm of knowledge
production that completely disrupts current (and past) educational and classroom-based
practices. Mathematics education includes a truly engaging and empowering curriculum that can
be applied to classroom practice (Wright, 2021). Mathematics education, therefore, addresses not
only mathematics teaching methods, but also curricular structures, classroom conditions, teacher
perspectives, and other limitations faced in translating knowledge into classroom practice.
Teaching Mathematics
Teaching is an intellectual task and requires expertise, including the substantive
knowledge and pedagogical skills necessary for effective delivery (Ball et al., 2008; Suzuka et
al., 2010). Paradigms for teaching mathematics in the current context are being re-imagined to
help students succeed in life outside of school. In this regard, before teaching mathematics, every
mathematics teacher should develop the qualities such as thinking habits, skills, and dispositions
necessary to be a successful mathematics teacher. As Ma (1999) noted, teachers need to have a
deep, flexible and adaptable knowledge of the mathematical content. As reported by Kazemi et
al. (2018), three types of knowledge are essential for teaching mathematics teachers at the
school level: knowledge of mathematics, knowledge of students, and knowledge of teaching
practice (pedagogy). Mathematics knowledge includes mathematical facts, concepts, procedures,
and the relationships between them. Knowledge of mathematics involves reflecting on the goals
of mathematics education and provides a basis for identifying and prioritizing those goals.
Mathematics teachers should have clear concepts and precise knowledge and skills to solve math
problems and tasks (Capuno et al., 2019). Effective teaching depends on a teacher's
subject knowledge.
In math classes, student knowledge is a nebulous concept. Student knowledge includes
not only specific knowledge of mathematics but also general knowledge of how to learn and
develop various mathematical ideas over time (Heather et al., 2008). Also, it includes the
student's attitudes toward learning mathematics, their interests, and their assumed state of
knowledge about the math problem in question (Capuno et al., 2019). This includes knowledge
of specific mathematical concepts and processes and general problems related to the students that
have their learning experience. Teachers can understand and learn from students by engaging
them and examining their activities and how they understand specific material. Classroom
practice or pedagogical knowledge is the source knowledge from which teachers transform
knowledge (Heather et al., 2008). This includes knowledge of the syllabus, knowledge of the
assignments, the tools, and the selection of appropriate methodologies for teaching mathematics.
This is the general practice part of the curriculum and includes a variety of methods, materials,
and instructional management for the effective delivery of the subject matter. Teaching practices
should cover all students from a variety of educational and other backgrounds.
Similarly, (NCTM 2000, p. 11) provides six core principles of guidance and
guidance for imparting mathematics knowledge to school-level mathematics teachers.
• Principle of Equity: Good mathematics education requires equal opportunity, high
expectations for all students, and strong support.
• Principle of Curriculum: A curriculum is more than a collection of activities. It
should be consistent, focus on important mathematics, and be articulated
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Rupantaran:A Multidisciplinary Journal, Vol. VII, 2023

throughout the grade.

• Principle of Teaching: Effective mathematics education requires understanding what
students know and need to learn, and challenging and supporting them to learn well.
• Principle of Learning: Students should learn mathematics with understanding
and actively construct new knowledge from experience and previous knowledge.
• Principle of Assessment: Assessment should support important mathematics learning
and provide useful information for both teacher and student. It should not be made just
for students. Rather, it should also be implemented for students to guide and reinforce
their learning.
• Principle of Technology: Technology is an integral part of mathematics teaching and
learning. It influences the mathematics taught and improves student learning.
Therefore, in the current situation, mathematics teachers should consider the above six
principles when teaching mathematics in the classroom. All students must have the opportunity
and appropriate support to learn mathematics "regardless of personal characteristics,
backgrounds, or physical challenges (NCTM, 2000) and focus on conceptual understanding as
well as procedural fluency. Where conceptual understanding helps students to avoid the degree
of errors in particular and procedural fluency denotes the knowledge of procedures, knowledge
of using appropriately, and performing skills flexibly, accurately, and efficiently (Al-Mutawah et
al., 2019). Students' motivation and active participation in mathematics classroom learning are
essential. Similarly, the use of emerging technology permits the students to focus on
mathematical ideas, and reason, and to solve problems in ways that are often impossible without
the use of such tools. Evidence flourishes that emerging technologies give rise not only to new
ways of seeing and understanding the natural world but also to new ways of being in the world
(Oliveiraet al., 2019). Such technologies are used as a facilitator for new knowledge and
knowledge-making tools for a specific purpose. Such essential tools and technology help to
motivate the learner and keep them engaged in the learning process. Research shows that a
teacher with a positive attitude toward mathematics can be more successful in knowledge
delivery (Kunwar, 2022). Thus a teacher has a positive attitude toward teaching mathematics. In
this area, I found a gap regarding the awareness of essential aspects of mathematics laboratory,
its importance, and its consequences in teaching and learning mathematics in the classroom at
the secondary level. Thus, this study intends to overview the meaning and definition of
mathematics laboratory, its purpose and importance, materials, setting, administration, and
impact of mathematics laboratory.
Methods and Materials
The methodology of this article is mainly descriptive in nature guided by a qualitative
design. In this paper, the researcher has adopted mainly the desk study method to explore the
different aspects of the mathematics laboratory. It is based on the desk review of the published
and unpublished literature including the World Wide Web. The articles and research of different
contexts were reviewed meticulously. The related reference books were also viewed thoroughly
and cited carefully including individual views to some extent. This article also consists of some
experiences and input of the concerned researcher as a consequence of his long duration of
mathematics teaching experiences.
Results and Discussion
The result of the study has been discussed based on the following headings.
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Rajendra Kunwar/An Overview of…

Meaning and Definition of Mathematics Laboratory

A mathematics laboratory is a place to learn and enjoy mathematics through informal
exploration. The mathematics laboratory goes beyond the place with such materials and exceeds
the space where students create experiments, and practice (Ewbank, 1971). He further states that
a mathematics laboratory might mean not a place but an environment of reflection and creativity.
It is a learning space with different materials where students could come anytime and engage in
the activities. Thus, Rathod & Amin (2020) defined a mathematics laboratory as 'it goes beyond
the display of teaching material collection that is available to be contemplated. It must be a
dynamic space that promotes the exchange of ideas and pedagogical practices in mathematics. A
mathematics laboratory is not considered a place (e.g., a computer classroom) but rather a
methodology, based on various and structured activities, that aims at the construction of
meanings of mathematical objects (Reyset al., 1973). In this way, the teacher facilitates the
students in their activity. The facilitation could be done either by probing questions, giving an
extra resource, or asking to follow up with other students. In the mathematics laboratory,
different kinds of materials are placed to handle or use easily by the students. As defined by
Adenegan (2003), the mathematics laboratory is a unique room or place, with relevant and up-to-
date equipment known as instructional materials designated for the teaching and learning of
mathematics and other scientific or research work, whereby a trained and professionally
qualified person (mathematics teacher) readily interact with learners (students) on a specified set
of instructions.
Nowadays, the term, mathematics laboratory has been used synonymously as
'mathematics corner'. Indeed, it is not synonymous however mathematics corners can also be
used in the lower grades for similar purposes. Where different mathematics equipment and local
materials can be kept and can be used when it is needed in classroom teaching. The mathematics
corner may contain some of the equipment found in the mathematics laboratory but will not be as
full and well organized and assembled as what we found in the mathematics laboratory.
According to Dewey (1938), the environment of the laboratory is a workshop in which the
apprentices learned by doing, seeing, imitating, and communicating with each other, in a word
practicing.
Mathematics laboratory provides an idea or a concept presented in a simple &appropriate
form and a way that is suitable to the learner's ability and aptitude to provide the best
understanding of it (Bruner, 1966). It is a place where students can explore mathematical objects,
shapes, and symbols to learn and verify mathematical facts and theorems through a variety of
activities using different materials (Yeasmin, 2018). The constructive activity and the teaching-
learning philosophy of the psychologists and educationists like John Dewey (1859-1952), Maria
Montessori (1870–1952), John Perry (1850-1920), and Felix Klein (1849-1925) helped to
generate and develop the concept of mathematics laboratory. The teaching strategy and methods
proposed by them and their reflections on the ways to teach mathematics contribute to this
movement to innovate the idea of the school laboratory. The importance of mathematics
laboratories has been increasing in recent years. The mathematics laboratory is the area wherein
different kinds of teaching-learning materials needed to help the students learn are kept and also
the learning activities may be carried out by the teacher or the students themselves to learn and
explore the concepts through relevant, meaningful, and constructive activities (Rathod & Amin,
2020).
Purpose of Mathematics Laboratory
The purpose of setting mathematics laboratory in school is to provide the opportunity for
the students that they can learn and explore mathematical concepts and verify mathematical facts
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and theorems through a variety of activities using different materials. Such activities may be
carried out by the students or the teacher. These activities help the learner to explore or learn and
stimulate interest and develop a positive attitude toward learning mathematics. It makes teaching
mathematics interesting, quicker and easy, and better understanding. The main purposes of the
mathematics laboratory that can contribute to the learning of mathematics are as follows:
• To make a clear concept about the abstract mathematical ideas
• To emphasiz e learning by doing through readily accessible rich manipulative materials
• To develop confidence in students for learning mathematics
• To generate interest and a positive attitude toward the subject
• To make the students divergent thinkers and become autonomous learners
• To make children look for a pattern and make them curious for asking questions
• To provide the opportunity for exhibiting the relatedness of mathematical concepts with
everyday life
Need and Importance of Mathematics Laboratory
The essential equipment and materials concerning the mathematics classroom learning
activities are kept in the mathematics laboratory. The main aim of the mathematics laboratory is
to provide facilities for effective teaching and make learning easier through the use of concrete
materials and real objects to grasp abstract mathematical concepts (Rathod & Amin, 2020). It is
also expected that the mathematics lab helps mathematics learning quicker and better
understanding as well as improving mathematical reasoning. It also makes learning effective and
more interesting to the students by adopting the practical way of acquiring knowledge and skills
about mathematical contents and facts. It is a multi-sensory approach to learning. So, it enables
the students to arouse their interest in mathematics and to apply mathematical facts and
principles in actual life (Rathod & Amin, 2020). In developed countries, a mathematics
laboratory is an integral part of the curriculum. However, in Nepal, the real practice of
mathematics laboratory has not been utilized properly and also not formally provisioned in the
school-level curriculum. Some schools and colleges have set up mathematics laboratories in their
efforts and initiations. However, the importance of mathematics laboratories is increasing day by
day to make mathematics learning effective and learner-centered.
In the present context, the term "laboratory method" is commonly used to refer t o an
approach to teaching and learning mathematics. It provides the opportunity of learning by doing
as well as learning by observation. It is based on the psychological principles of learning. This
approach makes the learning process more active, dynamic, interesting, and meaningful too
(Rathod & Amin, 2020). In this method, the students can participate actively using manipulative
materials and can do group work themselves. The children can also work informally, move
around, and discuss and choose their materials and method of attacking a problem, assignment,
or task. Some major importance of mathematics laboratories are stated below:
• Helps to create motivation and interest in the students
• Helps to implement students centered methods in teaching mathematics
• Helps to engage the learner with active participation
• Provides the opportunity to learn mathematical facts, concepts, and principles more
effectively and clearly
• Helps to promote the creativity and reasoning of the learner
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• Helps to create favorable attitudes toward learning mathematics

• Encourages and develops problems solving ability and skills
• Helps to create the math-manic learning environment
• Helps to reduce the fear of learning mathematics
• Helps to inspire the learner to innovations and explore their potentialities
• Helps to learn students with dyscalculia and learning disabilities.
Materials in Mathematics Laboratory
The major materials that can be used in the mathematics laboratory have been discussed below.
Concrete Materials
Concrete materials can be used to connect with simple arithmetical and geometrical
topics such as sticks, pebbles, ball frames, number cards, balances, coins, weights, measuring
tapes apparatus, etc. These materials may be wooden, metal, plastic, or made of other materials.
Charts and Papers
Several mathematical charts, graphs, flashcards, etc. can be kept in the mathematics
laboratory. It can be used to explain different mathematical concepts, drawings, pictures,
numbers, numerals graphs, charts, etc. Charts and paper can be used for different purposes. It can
be used for paper folding, drawing, designing, making charts and graphs, and other different
topics of percentages, fractions, averages, and statistical data also can be presented. Similarly,
pins & threads, chart papers, glazed papers, sketch pens, and other stationery are also kept in the
mathematics lab.
Pictures and Photographs
The pictures and photographs of various mathematicians, their prominent work, and
historic events are important and displayed in the mathematics lab. It may be much more useful
if the contributions of these mathematicians are also indicated on such charts which help to
inspire the learner.
Models
Several mathematical models such as triangles, squares, cylinders, pyramids, solids
blocks, and different Geometric shapes or solid shapes real or models, etc. can be kept in the
mathematics laboratory. These models help the learner understand abstract mathematical
concepts and principles.
Materials concerning Mathematics and other Subjects
The equipment or materials that are used in other subjects and also related to mathematics
illustrating the application of mathematics like a Barometer, Hydrometer, Weight Machine,
Pendulum, Geo-board, Rubber Band, Bulletin Board, Whiteboard, Measuring Tape, Workbooks,
Textbooks, Teacher's books, Curriculum, Teaching Manuals, Flannel Boards, etc. are also kept
in mathematics laboratory.
Proportional Dividers, Slide Rules, and Calculating Machines
The most useful instruments in the study of geometrical shapes and figures are also kept
in a mathematics l a b o r a t o r y . Such instruments can use to magnify or reduce figures, graphs,
maps, etc. Slide rules are quite useful in mathematical calculations. Training in mathematical
calculations can be provided by using simple calculating machines.
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Survey Instruments
The work associated with the survey is also related to the field of mathematics. The
instruments used in a survey like a n angled mirror, plane table, level meter, hypsometer and
clinometers, and transit also are kept in a mathematics laboratory.
Overhead Projector and Projective Aids
Different projective aids and projecting devices such as magic lanterns, epidiascope,
transparencies, film-strip projectors, etc. should also be kept in the mathematics laboratory. The
overhead projector is an important electronic teaching aid that projects an image from
transparency. The picture and the information of transparencies are reflected on a screen.
Computer and other Electronic Devices and Software
Computer and mathematics software are the best things for teaching mathematics in the
21st century that can be used quite efficiently. Computer software, audio-visual instructional
materials such as projector, electronics board, radio, television set, tape recorder, videotape, etc.
These applications not only solve mathematical problems easily but also help to learn the subject
deeper as well as better. There are various mathematics softwares online and offline related to
mathematics teaching and learning. Among them, most of the software is useful to learn
mathematics in a much easier way. Such as Math for Child, Math Practice, Talking Math,
Mathematica, Mathalicious, Matlab, Geogebra, etc.
Setting Mathematics Laboratory
The setting of a mathematics laboratory depends on the size, design, and general layout
of the laboratory room. The schools may change the design and general layout to suit their
requirements. The setting of the laboratory also depends upon the available equipment, materials,
and furniture. The setting of the laboratory is not a permanent matter but it can be changed
according to the needs and desire to meet its requirements. However, the laboratory room should
be spacious, lighted, and well-ventilated the safeguard the materials and manage the equipment
and materials properly for the ease carry out different activities like group work and other
presentations (Rathod & Amin, 2020). The arrangement of the materials should be managed
properly so that everyone can easily find and use the materials and equipment. The quantity,
quality, and size of the furniture should be appropriate according to the size of the laboratory
room and the number of students in the classes of the concerned school. Some furniture is also
required to keep the essential equipment, raw materials, and other necessary things as well as to
carry out the teaching-learning activities effectively. The way setting mathematics laboratory to
manage remarkable and setting with a catalog, we can follow the list of activities.
• Identify the materials by labeling them with name tags required in the laboratory
• Put the electronic and non-electronic equipment or materials in different places. viz.
geometric objects should not be placed with audio-visual materials
• Put the concrete materials on one side and other semi-concrete materials on another side
• Put the bulletin board close at the entrance door for the effective display of the
information
• Make arrangements for the benches and tables to allow for free movement in the
laboratory
• Keep the relevant pictures and charts on picture handrails and boards with non-
overlapping
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Rajendra Kunwar/An Overview of…

• Keep the whiteboard fixed position so that every student can freely see it
• Make properly partitioned or safe enclosures for keeping portable and dedicated materials
• Keep electronic display materials such as projector, television, computer, etc. to see
easily by each student properly
• Make proper electrification for lighting as well as comfortable and safe use while
operating electronic materials
• Display small materials on tables in a certain order and organized manner
• Set the laboratory room with well-ventilation as well as air circulation
• Keep handy materials in a cabinet or separate shelve that can be easily destroyed
• Arrange the materials safely in their respective places like tables, shelves, boards, etc. in
such a way that they can be easily accessed when needed and returned appropriately after
the use
• Keep the local, low-cost, and no-cost materials aside from the laboratory
• Keep heavy materials in the lower part of the rack or on the floor level of the laboratory
room.
Administration and Maintenance of Mathematics Laboratory
The effectiveness of the mathematics laboratory depends on administration, management,
and proper maintenance. The mathematics laboratory should be managed to care for, maintain
and execute by trained personnel (laboratory assistants) with adequate knowledge about handling
the laboratory and with great eagerness to work with students. He/she is also expected to have
special skills and interests to carry out practical work in the subject. When the concerned
mathematics teacher accompanies the class to the laboratory then the teacher and the laboratory
assistant could jointly conduct the desired activities (Rathod & Amin, 2020). The teacher or the
laboratory assistant needs to develop familiarity and adeptness with their students. As stated by
Rigby et al., (2018) mathematics laboratory requires skilled facilitation to engage the students in
activity and to elicit their ideas. They further state that the students can pursue more complex and
persistent problems of practice, develop more coherent instructional practices within and across
grade levels, and tackle emerging questions about student learning.
Laboratory assistants with appropriate qualifications and preferred knowledge in the
subject can be an extra benefit for the mathematics knowledge transformation. The time
allocation for the laboratory depends upon the subject matter (contents) and the level of the
students. It is generally about 15% - 20% of the total available time for mathematics class and
can be used in the learning activities in the laboratory (Anaduaka & Sunday, 2021). The total
available time for mathematics class can be divided cautiously considering the theory classes and
practical work.
The attractive and well-managed setup of the laboratory also motivates the learner and
helps to create constructive, explorative, and logical skills and understand the basic concepts of
mathematics (Rathod & Amin, 2020). The provision for visiting and working with the students in
the laboratory individually or in a group should be allowed within school hours. The
management and maintenance of the laboratory are equally important. Thus it is necessary to
record the all equipment and materials available in the laboratory. The record of the visitors as
well as students and teachers should also manage and a suggestion book should be kept for the
visitors for the betterment of the laboratory. The equipment and materials should be up-to-date
and also added and upgraded too if it is necessary. The laboratory assistant should be prepared
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and submitted the technical report to the mathematics teacher and school administration
regularly.
Impact of Mathematics Laboratory
Mathematics laboratory provides a learning opportunity not only for the teacher but also
provides from peers. It helps the teacher to deliver the class by working together with their
students in a creative way. To support learning from the classroom experience, the work in a
mathematics laboratory is organized around a learning cycle with four phases: learning together,
co-planning a lesson, enacting the lesson, and debriefing together (McDonald et al., 2013). In
this learning cycle, the students learn in a group, plan the lesson together, act and perform an
instructional activity that provides the practical means for focusing student and teacher learning
together, and at last, they also debrief together (Rathod & Amin, 2020). Throughout these
classroom presentations, teachers experiment together with new teaching practices and learn
together about students' mathematical thinking. As stated by Fernandez (2002), teachers spend
time together in classrooms. However, in a mathematics laboratory, teachers work together to
experiment with instruction during both planning and classroom enactment by collectively
discussing instructional decisions at the moment (Gibbons et al., 2017). Thus mathematics
laboratory helps the teacher to modify their role as the facilitator that might play in supporting
them to collectively learn in and from practice. Hence the mathematics laboratory may have an
impact on the teacher's role, teaching strategy, students' assessment technique, and classroom
instruction. Some impacts of mathematics laboratory are as follows:
• It shifts the teacher as a learner in the classroom, which enables the teacher to see their
learners in new ways
• Its focus on instructional activities that support teacher and makes them feel more
prepared for implementation in their classroom and to develop a sense of alignment with
their colleagues
• Mathematics laboratories may influence the students and teacher on activity-based
learning rather than the traditional teacher-centered method
• It makes the teacher a supportive role play or a facilitator and makes the students a major
part of the learning process
• Learning may be easier and more permanent due to activity-based learning and more time
consuming
• The teaching activity plans are collectively created and possessed by the participating
teachers
• It helps to create a positive attitude toward learning mathematics in both students and
teacher
• It helps the students to develop to work in a group, collaborate, and socialization
• It helps to develop problems solving skills and encourages the students to promote
creativity
• It helps the students to motivate for learning and develop cooperation and coordination
skills among them.
Conclusion
Education is imparted for achieving certain ends and goals. Various subjects of the school
curriculum have different means to achieve these goals. Each subject has certain goals that are
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Rajendra Kunwar/An Overview of…

attached and have an expectation to be achieved through teaching and learning of that subject.
Thus mathematics education also has certain goals that are also expected to acquire through
mathematics teaching and learning. To achieve such goals, like all efforts to achieve equitable
learning experiences for students, the mathematics laboratory can be a useful resource if teachers
and students are empowered to experience school as a space where their ideas are heard
(Yeasmin, 2018). Considering these above all aspects of mathematics laboratory, it can be best
utilized as a means of achieving the goals of mathematics education at the school level
curriculum. Also, it helps to enhance the activity-based teaching-learning process in mathematics
and it can be an essential learning space for the students as well as the teachers.
This study focuses on the initiation of using mathematics laboratories in teaching
mathematics at school level education. It revealed that a mathematics laboratory could be an
appropriate platform for creating positive attitudes towards mathematics learning as well as
promoting active participation in learning mathematics. The study also suggests that only the
traditional teacher-centered method of teaching does not facilitate mathematics learning
effectively. Thus the use of a mathematics laboratory provides the students to relate their
knowledge with real life through active participation. This also impacts on teacher's role,
classroom instruction, and student assessment techniques. Hence, this paper strongly
recommends to all school-level mathematics teachers and headmasters facilitate the
establishment of the mathematics laboratory in their schools and the proper utilization of it in
mathematics teaching.
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