From Textbook to Classroom: Gaps in Mathematical Representation and Translation in Nepali Education
Document Type
Conference Proceeding
Publication Date
Fall 12-11-2025
Abstract
Translating real-world problem contexts into mathematical symbols is a key skill in curricula worldwide. This study examines Nepali students’ abilities to translate words into symbols and how Nepali textbooks from earlier grades support the development of these skills. To investigate this phenomenon, a sequential explanatory study was conducted with a test for 10th graders and an analysis of Grades 6—9 textbooks. Results show that students struggle to convert real-world contexts into mathematical symbols, while textbooks provide limited opportunities for practice. In particular, students have difficulty translating symbols back into real-world situations, suggesting a link between textbook opportunities and achievement. These translation skills should receive greater emphasis in curriculum and instruction.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Basyal, D. (2025). From Textbook to Classroom: Gaps in Mathematical Representation and Translation in Nepali Education. In B. Pepin, I. Kohanová, & M. B. Langfeldt (Eds.), Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development (pp. 117–124). Norwegian University of Science and Technology.