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Rationale PBL in Nepal

Finally, the rationale for PBL in Mathematics in Nepalese educational edifice:

I. It gees students up to develop substantially more positive attitudes towards the

mathematics learning atmosphere.

II. Students fuss over regarding mathematics learning for edification which is far better for

their succession in the present world rather than to produce instructors preferred


III. At the commencement of a PBL Learning activity, students are engaged in solving their

anticipated future facing problems, issues, and controversy and challenges by posing

these problems/situations within small and interactive groups it espouses the tutor to

generate an appropriate context for learning, and institutions in order to reduce the gap

of the performance level of students in math education and consequently, national level

of students’ achievement in mathematics increases day by day.

IV. In customary approach to mathematics learning, students are debarred from embarking

upon new ideas, producing divergent solutions of a single mathematical problem and as

a result students tend to drop out owing to the complex and rigid nature of mathematics

learning but PBL in mathematics allows students to exploit all inclusive approaches in

order to solve posed problem. In this way what I mean that it espouses educational

institutions, and in fact, educational edifice to lessen students drop out rates than

traditional approach and consequently, mathematics teachers will be exculpated.

V. Small differences in students’ rudimentary knowledge of disciplines favor traditional

program, but PBL students show steeper growth during period of study.

VI. It includes higher level of objectives and divergent questions.

VII. It bolsters students up their learning strategies and critical thinking in order to produce

unique but finished product.

VIII. It provides ample opportunity to work on small and interactive groups as well as debate

on peer work.

IX. It focuses on the issues allied to the sector coordination and the like.

X. It calls for noteworthy practices to meet the learning needs of all and sundry—that may

be secondary level, basic level, or higher level mathematics students—regarding on

scaling up.