social needs of mathematics

Manoj Subedi(2010)

1. Introduction
Simply speaking, mathematics is a science of numbers and their basic actions (addition, subtraction, multiplication, and division) and interaction between and among them. But this definition is not complete in how it is called the science of abstract terms as well. It plays vital role in modern scientific and body questions contribution.
Mathematics is the necessity of the modern civilization. It has been an important part of human society since Paleolithic period. The various branches of mathematics have vital roles to ascend the value, belief of the world. Their worthy practices have made mathematics proud. But in this paper, we are going to present the discussion about cultural and social issues of mathematics in the context of Nepal.
Cultural and Social Issues on Mathematics Education in Nepal
Any kind of development is affected by the society and culture. Because human being are cultural organisms. Their every activity must be affected by their own cultural patterns, such as religious, social stratification, etc.
Nepal is Hinduism country, so the mathematics development of Nepal is also devoted to Hinduism. Hindus are in high place for the development of arithmetic. They have developed number , number system and algebra. So Hindus are in front stage for the development of arithmetic then the western mathematicians.
Mathematics education is an applied discipline. The main aim of the mathematics education is to prepare qualified teacher in context of teacher methods. It is the synthesis of what to teach(content), and how to teach(methods).
We usually use the terms mathematics instructor, mathematics teacher or arithmetic education. Those individuals who are involved in mathematics teaching percept the mathematical knowledge to the mind of learners like other subject teacher with interesting and meaningful methods. Such kinds of deed can’t be a regular process. Which is not easy, so mathematics teacher cannot be trapped only on content or method but he should have fulfilled qualifications on both of them because both content and teaching methods are the two wheels of a cart. So content and teaching method can’t be separated in mathematics teaching.
Culture implies the values, belies and norms established b each society form which each individual of the society fulfils own need. And aims the factors of values, norms and knowledge can have given the place in culture of society in that time when they have vital impact on society. If we glance at the ancient history of mathematics or at present achievement and utilities of mathematics, we know that it has fulfilled the need of society directly or indirectly. In other words, it plays very vital role to develop the culture of any society.
Mathematics is called as the mirror of civilization. If we want to visualize the suitable feature of culture of society. We have to look at the mirror of mathematics of that society. Clearing about the cultural role of the mathematics, J.W. Young presents his own ideas ‘If we glance anywhere in this age of iron, vapour and electricity, we get mathematics as an inventor. If we reject this backbone, the physical civilization and culture will be damaged. If mathematics would not purified the various sciences modern ideas and beliefs would not have been completed. So the different scientific laws and devices are based on pure mathematics concepts. Astronomy and physics are pure sciences which are due to mathematical applications.
So we agree on this matter because mathematics plays an important role to develop our culture. So mathematics is the foundation stone of all sciences. Therefore, today we are proud of our mathematics in this way mathematics has decorated and furnished the new era.
Nepal is a Hindu country. So in the context of Nepal, mathematics has played an important role in various fields. If we glance at any field, either it is astronomy or other. For instance, geometric patterns and mathematics is used to predict for forecasting the future of man, nation, environment etc. even for forecasting the national events in future, astronomers apply it.
But formally, mathematics is not applied satisfactorily. Due to low literacy rate, educational report, data visualize that we are very poor in the utility of mathematics. Which are due to illiteracy, unconsciousness and without the any longitudinal formation of planning of our planners. So we backward to this present changing age. Therefore, it can be considered that the national process of Nepal is impossible till the complete development of mathematics education. And the planning should be began by heart.
Sociology of Nepalese Mathematics Education
Mathematics is a behavioural subject which is learnt by known or unknown in daily life. It is used to solve the daily problems. So there is impossible to find out such person who has not used it in his daily life. In society, there can be various types of people. Therefore, mathematical education differs from each member. If we glance at our society, we get that there are such persons who calculate mathematical problems folding their fingers and on the other hand, there’re other person s who calculate by scientific technology. Such type of image of mathematics education can be obtained in society.
The mathematics skills and knowledge can be used in various fields. It helps to forecast the climate. The knowledge of scientists, engineers, pilots is worthless without the utility of mathematics. All the goods of communication, travelling, etc may fail without its help. So mathematics education has the deep image in our society.
The mathematics education is related to the minimum needs to the great discoveries. So its image is deep and dense in our society. It is in the high place due to being the foundation stone of all constructions and scientific inventions in our society. That society is highly developed where the mathematics education is highly reputed.
But in context of Nepal, mathematics is supposed as tedious and hard subject. Our higher mathematical education is worthless. So we have no need of higher and analytical mathematics. Only the mathematics up to secondary level is essential and useful in our daily life. So Nepalese higher mathematical education is failed for solving our daily mathematical applications. So in Nepalese society, the mathematical education has negative impact on higher level. So we can have two types of people in the context of mathematical concepts. One kind of people are having the maximum advantages with mathematical knowledge, skills and concepts. So they have positive attitude towards mathematics education. Others have negative attitude with the usability to learn its concepts. So in total, the mathematics education has both positive and negative attitudes towards it in our society.
2. Need and Relation among Various Needs
Solving problem , searching problems and using mathematical knowledge to solve the problems are short-term needs. The needs of society , objectives of mathematics education and development of student’s logical power are long-term needs. The short-term needs should help to fulfill the long term needs. Mathematics education should be reformed according to the coordination between short term and long term needs.
Mathematics is the essential subject matter for every member of society. As though they are ‘finger folder’ or ‘computer users’. They all use it according to their needs. So mathematics is the supplementary subject for the society.
Let us discuss the need of mathematics in the following points.
Guidance of society: mathematics education is such kind of philosophy that directs the social, cultural norms, values and attitudes that society is highly developed and technological inventions always depend on pure mathematical facts. Therefore mathematics education is needed to guide the whole society.
Foundation stone of inventions: all the scientific technologies faced in front of this new modern era due to the mathematics. They all can be lame. Thus mathematics is the foundation stone of all scientific discoveries and inventions.
Determination of development: if the mathematics education is well furnished in any society and nation, the development process is rapid in such place. So, mathematics determines the development of all society and country.
Creativity and entertainment: mathematics is the creative subject through which development of new scientific attitudes and possibilities. Mathematics is an interesting and amusing subject.
Way of thinking: mathematics education is a philosophy which develops the anxiety power of people. So mathematics is a way to settle in the mind and habit of reasoning. Which creates the new scientific technologies.
Behavioural science: mathematics is the behavioural science. All the men use it for solving daily mathematical problems. So mathematics is needed in society.
3. Needs and Demands and Needs and Possibility
Relation between the needs and possibility: To make success mathematics education we must be careful with social and individual needs. It in one way needs and in other way curriculum then the curriculum should not be matched that’s way before launching the mathematics we must be careful about need of math education ability of student, teacher’s ability, school’s situation and appropriately resources.
4. Reforms in School Mathematics Education
School level’s mathematics education is suitable to uplift the society to some extent. But still to make it radical it needs to verify time and again. It must be developed with associating various social needs and desires, both short and long terms. It needs to fulfill the basic requirements of varying social structures. There are many societies with in a nation. Many political, social, economical and scientific factors affect them. So the need of every society also differs. That is why while planning its curriculum holistic approach must be adopted. Where the common mathematical needs get fulfilled. For this reasons, school level’s curriculum must be both flexible and associative.
Reforms in terms of policy
Policy is long term policy which is used in every field. We can’t get success without policy. So policy is also necessary in mathematics education. The reforms in terms of policy in mathematics education are as follows:
[ The government should make it easy and enjoyment subject.
[ The government should be increase the investment in mathematics education.
[ The government should mobilize the product of mathematics education in field projects, etc.
Reforms in curriculum of school mathematics education
a. The planners of curriculum must be of own nation’s scholars. If needed they could take suggestions from foreign scholars as well. Otherwise, the same bitter meaningless reality like that of roll, cannot be said will be unrepeated.
b. The evaluation and determination of various levels mathematics curriculum must be examined whether they are fulfilling the needs of time or not. The contents of curriculum may include all imported ones. The availabilities of teaching learning materials also should take care while drafting it. New and scholarly ways so teaching must be managed by implementing different principles. Students should be encouraged with more and more practical ways of learning.
c. To achieve the intended goals both easily and effectively, the traditional ways so teaching learning methods must be replaced by new ones. Teachers also should apply different kinds of methods so the students could get chances to develop their rational turn of mind both externally and internally in a meaningful ways.
Students in mathematics education reforms in terms of materials should be selected carefully.
? The materials should be selected and reformed by the experts of own country.
? For effective teaching learning activities it is necessary to select the suitable teaching materials.
? Objectives of mathematics education should be made certain.
Traditional methods of teaching are ineffective. So we should use new and psychological teaching methods to achieve the goals of education. Using proper method according to the nature of subject matter is necessary to obtain in the certain goal.
Finally, in the 21st century science and technology could not be changed in the absence of mathematics education. Therefore, mathematics education is important in every field of society.
In the context of Nepal, for effective teaching learning activities, there must be relation between different needs and reforms of mathematics education.
5. Problems in Reforms
Ø Poor economic condition
Ø Geographical factors
Ø Socio-cultural factors
Ø Political factors
Ø Lack of instruments of mathematics education
6. Summary
To sum up, mathematics is an important subject for the present society. Nobody can understand its implications where scientific and technological education is so rapidly increasing. Everywhere, mathematics is used in more or less. So the more mathematics is practiced the more the nation will get developed. The extreme use of mathematics thus means the fully developed nations. From solving simple social problems to exploring and inventing new things, mathematics is working , being one of the fundamental necessities. The beginning of such as implement subject is from the school level. So in every level it must be effectively developed by solving social needs and developing up to more higher and unless the advanced and true mathematical education is brought it to practice widely in social level, needless to even imagine to be developed ones for any nations. Because any society is still working with unscientific superstitions, beliefs. So mathematics education is equally important from local to global level for more developed world, enlightening the whole people and developing their rational way of thinking.
7. References
Budhathoki, T.B., Surendra Ram. (….). Foundations of Mathematics Education Kirtipur: Kshitiz Prakashan.
Maharjan, H.B., Upadhyaya, H.N. and Poudel, L.M. (….). Teaching Mathematics. Kathmandu: Ratna Pustak Bhandar.
Mathematics Education and Society. UNESCO Document.