Bhesh Mainali | Rider University (original) (raw)
Papers by Bhesh Mainali
Education Policy Analysis Archives
This study examined high school mathematics teachers’ job satisfaction and professional growth in... more This study examined high school mathematics teachers’ job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools’ infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers’ unions need to work on...
Participants will be introduced to the best practice of integrating technology for effective teac... more Participants will be introduced to the best practice of integrating technology for effective teaching of math. Using computers, participants will learn and explore different features of free mathematical software (GeoGebra) and utilize it to make and test some dynamic math applets. Participants will also learn how to integrate GeoGebra for effective math lessons. Opportunities will be also provided on how to find, explore, and utilize GeoGebra applets to enhance students’ math understanding
Research in Mathematics Education
Context. The stellar initial mass function (IMF) seems to be variable and not universal, as argue... more Context. The stellar initial mass function (IMF) seems to be variable and not universal, as argued in the literature in the last three decades. Several relations among the low-mass end of the IMF slope and other stellar population, photometrical or kinematical parameters of massive early-type galaxies (ETGs) have been proposed, but a consolidated agreement on a factual cause of the observed variations has not been reached yet. Aims. We investigate the relations between the IMF and other stellar population parameters in NGC 3311, the central galaxy of the Hydra I cluster. NGC 3311 is a unique laboratory, characterized by old and metal-rich stars, like other massive ETGs for which the IMF slope has been measured to be bottom-heavy (i.e. dwarf-rich), but has unusual stellar velocity dispersion and [α/Fe] profiles, both increasing with radius. Methods. We use the spatially resolved stellar population parameters (age, total metallicity, [α/Fe]) derived in a companion paper (Barbosa et al. 2020) from Bayesian full-spectrum fitting of high signal-to-noise MUSE observations to compare the IMF slope in the central part of NGC 3311 (R 16 kpc) against other stellar parameters, with the goal of assessing their relations/dependencies. Results. For NGC 3311, we unambiguously invalidate the previously observed direct correlation between the IMF slope and the local stellar velocity dispersion, confirming some doubts already raised in the literature. This relation may arise as a spatial coincidence only, between the region with the largest stellar velocity dispersion value, with that where the oldest, in situ population is found and dominates the light. We also show robust evidence that the proposed IMF-metallicity relation is contaminated by the degeneracy between these two parameters. We do confirm that the stellar content in the innermost region of NGC 3311 follows a bottom-heavy IMF, in line with other literature results. The tightest correlations we found are those between stellar age and IMF and between galactocentric radius and IMF. Conclusions. The variation of the IMF at its low-mass end is not due to kinematical, dynamical, or global properties in NGC 3311. We speculate instead that the IMF might be dwarf-dominated in the "red-nuggets" formed through a very short and intense star formation episode at high redshifts (z > 2), when the universe was denser and richer in gas, and that then ended up being the central cores of today giant ellipticals.
Research in Mathematics Education
Participants will be asked to compare fractions by using different strategies. They will draw pic... more Participants will be asked to compare fractions by using different strategies. They will draw pictures to make sense of the problem and their strategies will be shared with the group. Come ready to do some math! The focus will be on Grade 3
Participants will be introduced to the best practice of integrating technology for effective teac... more Participants will be introduced to the best practice of integrating technology for effective teaching of math. Using computers, participants will learn and explore different features of free mathematical software (GeoGebra) and utilize it to make and test some dynamic math applets. Participants will also learn how to integrate GeoGebra for effective math lessons. Opportunities will be also provided on how to find, explore, and utilize GeoGebra applets to enhance students’ math understanding
European Journal of Science and Mathematics Education
This case study investigated two pre-service elementary teachers' changes in beliefs towards math... more This case study investigated two pre-service elementary teachers' changes in beliefs towards mathematics, learning mathematics, and teaching mathematics from the beginning to the end of mathematics methods courses. One of the participants had mathematics learning disability (MLD). The analysis of data gathered using concept maps and interviews at the beginning and end of the method courses revealed mixed findings between the two participants. The findings indicated that both pre-service teachers held negative beliefs before they took methods courses because they believed mathematics was boring, confusing, time-consuming, and a difficult subject. The data also suggested that learning mathematics was difficult and teaching mathematics was challenging. Their negative beliefs were associated primarily with their past school experiences as well as instructional strategies employed at school. One of the participants positively changed her beliefs at the end of the method courses since she described mathematics as a dynamic, creative, and useful subject. However, the other participant with MLD still held negative beliefs primarily about mathematics, as well as for learning and teaching mathematics at the end of the method courses. Data also revealed that utilizing appropriate instructional strategies based on individuals learning styles helped to make learning and teaching mathematics easy and interesting.
Microbiologia, parazitologia, epidemiologia
Traditional methods of teaching and learning are still dominant in Nepal. Normally, teachers dist... more Traditional methods of teaching and learning are still dominant in Nepal. Normally, teachers distribute knowledge and skills to their students who in turn memorize facts, definitions, and algorithms. The paper-pencil method has a dominant role as a mathematical tool. Technology has a minimal to nonexistent role at schools in Nepal. Very few schools have access to technologies, and even fewer integrate them in teaching and learning mathematics. In an effort to provide an opportunity in the present situation, the Dynamic Geometry Software: GeoGebra was integrated to teach reflection and rotation of high school geometry for ninth grade students. The data indicated that students were enthusiastic and motivated to learn mathematics with the help of GeoGebra. The analysis of data also revealed that GeoGebra provided more practical and visual approaches of learning mathematics. It also helped to minimize memorizing the algorithms and formulas, and provided more conceptual understanding of ...
International Journal of Research in Education and Science, 2018
In this research study, I investigated the relationships between preferences for solution methods... more In this research study, I investigated the relationships between preferences for solution methods, task difficulty, gender, and high school students’ geometry performance. Data were collected from 161 geometry students at six high schools at a county located in the southeastern region of the USA at the time of the 2013–2014 school year. The result revealed that there was not an association between preference for solution methods and geometry performance. The majority of students demonstrated a preference for visual solution methods. However, the preference for visual or nonvisual methods was not associated with task difficulty. That is, students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. The study further revealed that there was a significant difference between male and female students in geometry performance but not in preferences for solution methods. Females outperformed males in geometry performance. The data ana...
Higher Education in Nepal
International Journal for mathematics teaching and learning, 2012
This article describes a professional development initiative for fifteen mathematics teachers in ... more This article describes a professional development initiative for fifteen mathematics teachers in the use of dynamic geometry software GeoGebra. A four-day introductory workshop was given in Nepal to provide an overview of GeoGebra and its possible integration in the teaching/learning of secondary school mathematics there. Teachers’ impressions and beliefs concerning both the training and the software were researched in the context of applicability in Nepalese schools. The potential for using GeoGebra to teach and learn mathematics in Nepal is very large, as evidenced by the participants’ impressions and enthusiasm about, and willingness to use, dynamic geometry software, despite many constraints and difficulties associated with accessing advanced technology.
Preferences for solution methods have an important implication teaching and learning mathematics ... more Preferences for solution methods have an important implication teaching and learning mathematics and students’ mathematical performances. In the domain of learning mathematics, there are two modes of processing mathematical information: verbal logical and visual-pictorial. Learners who process mathematical information using verbal logical and visual -pictorial modes are respectively called verbalizers and visualizers. Based on the verbalizer-visualizer continuum, students can be placed in a continuum with regard to their preference for solution methods and correlation between the two modes of thought. They belong to one of three categories: (a) visualizers (geometric), who have a preference for the use of visual solution methods, which involve graphic representation (i.e., figures, diagrams, and pictures); (b) verbalizers (analytic), who have a preference for the use of nonvisual solution methods, which involve algebraic, numeric, and verbal representation; and (c) harmonics (mixer)...
International Journal of Mathematical Education in Science and Technology
The purpose of this study was to examine the current state of integrated science, technology, eng... more The purpose of this study was to examine the current state of integrated science, technology, engineering, arts, and mathematics (STEAM) education. We conducted an extensive review of the literature, followed by document analysis to construct concepts and themes associated with prospects, priorities, processes, and problems of STEAM education. The analysis of STEAM learning concepts from the literature provided three sub-constructs under the prospects-STEAM movement, the purpose of STEAM education, and benefits of STEAM education. The sub-constructs under priorities of STEAM education were-curriculum integration in STEAM and STEAM education as a curriculum reform. The sub-constructs of STEAM education as a process were-the pedagogical process and assessment in STEAM education. The sub-constructs of the problems in STEAM education were-critiques against STEAM education and the challenges of STEAM education. Finally, we discussed findings and presented some implications of STEAM education.
Education Policy Analysis Archives
This study examined high school mathematics teachers’ job satisfaction and professional growth in... more This study examined high school mathematics teachers’ job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools’ infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers’ unions need to work on...
Participants will be introduced to the best practice of integrating technology for effective teac... more Participants will be introduced to the best practice of integrating technology for effective teaching of math. Using computers, participants will learn and explore different features of free mathematical software (GeoGebra) and utilize it to make and test some dynamic math applets. Participants will also learn how to integrate GeoGebra for effective math lessons. Opportunities will be also provided on how to find, explore, and utilize GeoGebra applets to enhance students’ math understanding
Research in Mathematics Education
Context. The stellar initial mass function (IMF) seems to be variable and not universal, as argue... more Context. The stellar initial mass function (IMF) seems to be variable and not universal, as argued in the literature in the last three decades. Several relations among the low-mass end of the IMF slope and other stellar population, photometrical or kinematical parameters of massive early-type galaxies (ETGs) have been proposed, but a consolidated agreement on a factual cause of the observed variations has not been reached yet. Aims. We investigate the relations between the IMF and other stellar population parameters in NGC 3311, the central galaxy of the Hydra I cluster. NGC 3311 is a unique laboratory, characterized by old and metal-rich stars, like other massive ETGs for which the IMF slope has been measured to be bottom-heavy (i.e. dwarf-rich), but has unusual stellar velocity dispersion and [α/Fe] profiles, both increasing with radius. Methods. We use the spatially resolved stellar population parameters (age, total metallicity, [α/Fe]) derived in a companion paper (Barbosa et al. 2020) from Bayesian full-spectrum fitting of high signal-to-noise MUSE observations to compare the IMF slope in the central part of NGC 3311 (R 16 kpc) against other stellar parameters, with the goal of assessing their relations/dependencies. Results. For NGC 3311, we unambiguously invalidate the previously observed direct correlation between the IMF slope and the local stellar velocity dispersion, confirming some doubts already raised in the literature. This relation may arise as a spatial coincidence only, between the region with the largest stellar velocity dispersion value, with that where the oldest, in situ population is found and dominates the light. We also show robust evidence that the proposed IMF-metallicity relation is contaminated by the degeneracy between these two parameters. We do confirm that the stellar content in the innermost region of NGC 3311 follows a bottom-heavy IMF, in line with other literature results. The tightest correlations we found are those between stellar age and IMF and between galactocentric radius and IMF. Conclusions. The variation of the IMF at its low-mass end is not due to kinematical, dynamical, or global properties in NGC 3311. We speculate instead that the IMF might be dwarf-dominated in the "red-nuggets" formed through a very short and intense star formation episode at high redshifts (z > 2), when the universe was denser and richer in gas, and that then ended up being the central cores of today giant ellipticals.
Research in Mathematics Education
Participants will be asked to compare fractions by using different strategies. They will draw pic... more Participants will be asked to compare fractions by using different strategies. They will draw pictures to make sense of the problem and their strategies will be shared with the group. Come ready to do some math! The focus will be on Grade 3
Participants will be introduced to the best practice of integrating technology for effective teac... more Participants will be introduced to the best practice of integrating technology for effective teaching of math. Using computers, participants will learn and explore different features of free mathematical software (GeoGebra) and utilize it to make and test some dynamic math applets. Participants will also learn how to integrate GeoGebra for effective math lessons. Opportunities will be also provided on how to find, explore, and utilize GeoGebra applets to enhance students’ math understanding
European Journal of Science and Mathematics Education
This case study investigated two pre-service elementary teachers' changes in beliefs towards math... more This case study investigated two pre-service elementary teachers' changes in beliefs towards mathematics, learning mathematics, and teaching mathematics from the beginning to the end of mathematics methods courses. One of the participants had mathematics learning disability (MLD). The analysis of data gathered using concept maps and interviews at the beginning and end of the method courses revealed mixed findings between the two participants. The findings indicated that both pre-service teachers held negative beliefs before they took methods courses because they believed mathematics was boring, confusing, time-consuming, and a difficult subject. The data also suggested that learning mathematics was difficult and teaching mathematics was challenging. Their negative beliefs were associated primarily with their past school experiences as well as instructional strategies employed at school. One of the participants positively changed her beliefs at the end of the method courses since she described mathematics as a dynamic, creative, and useful subject. However, the other participant with MLD still held negative beliefs primarily about mathematics, as well as for learning and teaching mathematics at the end of the method courses. Data also revealed that utilizing appropriate instructional strategies based on individuals learning styles helped to make learning and teaching mathematics easy and interesting.
Microbiologia, parazitologia, epidemiologia
Traditional methods of teaching and learning are still dominant in Nepal. Normally, teachers dist... more Traditional methods of teaching and learning are still dominant in Nepal. Normally, teachers distribute knowledge and skills to their students who in turn memorize facts, definitions, and algorithms. The paper-pencil method has a dominant role as a mathematical tool. Technology has a minimal to nonexistent role at schools in Nepal. Very few schools have access to technologies, and even fewer integrate them in teaching and learning mathematics. In an effort to provide an opportunity in the present situation, the Dynamic Geometry Software: GeoGebra was integrated to teach reflection and rotation of high school geometry for ninth grade students. The data indicated that students were enthusiastic and motivated to learn mathematics with the help of GeoGebra. The analysis of data also revealed that GeoGebra provided more practical and visual approaches of learning mathematics. It also helped to minimize memorizing the algorithms and formulas, and provided more conceptual understanding of ...
International Journal of Research in Education and Science, 2018
In this research study, I investigated the relationships between preferences for solution methods... more In this research study, I investigated the relationships between preferences for solution methods, task difficulty, gender, and high school students’ geometry performance. Data were collected from 161 geometry students at six high schools at a county located in the southeastern region of the USA at the time of the 2013–2014 school year. The result revealed that there was not an association between preference for solution methods and geometry performance. The majority of students demonstrated a preference for visual solution methods. However, the preference for visual or nonvisual methods was not associated with task difficulty. That is, students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. The study further revealed that there was a significant difference between male and female students in geometry performance but not in preferences for solution methods. Females outperformed males in geometry performance. The data ana...
Higher Education in Nepal
International Journal for mathematics teaching and learning, 2012
This article describes a professional development initiative for fifteen mathematics teachers in ... more This article describes a professional development initiative for fifteen mathematics teachers in the use of dynamic geometry software GeoGebra. A four-day introductory workshop was given in Nepal to provide an overview of GeoGebra and its possible integration in the teaching/learning of secondary school mathematics there. Teachers’ impressions and beliefs concerning both the training and the software were researched in the context of applicability in Nepalese schools. The potential for using GeoGebra to teach and learn mathematics in Nepal is very large, as evidenced by the participants’ impressions and enthusiasm about, and willingness to use, dynamic geometry software, despite many constraints and difficulties associated with accessing advanced technology.
Preferences for solution methods have an important implication teaching and learning mathematics ... more Preferences for solution methods have an important implication teaching and learning mathematics and students’ mathematical performances. In the domain of learning mathematics, there are two modes of processing mathematical information: verbal logical and visual-pictorial. Learners who process mathematical information using verbal logical and visual -pictorial modes are respectively called verbalizers and visualizers. Based on the verbalizer-visualizer continuum, students can be placed in a continuum with regard to their preference for solution methods and correlation between the two modes of thought. They belong to one of three categories: (a) visualizers (geometric), who have a preference for the use of visual solution methods, which involve graphic representation (i.e., figures, diagrams, and pictures); (b) verbalizers (analytic), who have a preference for the use of nonvisual solution methods, which involve algebraic, numeric, and verbal representation; and (c) harmonics (mixer)...
International Journal of Mathematical Education in Science and Technology
The purpose of this study was to examine the current state of integrated science, technology, eng... more The purpose of this study was to examine the current state of integrated science, technology, engineering, arts, and mathematics (STEAM) education. We conducted an extensive review of the literature, followed by document analysis to construct concepts and themes associated with prospects, priorities, processes, and problems of STEAM education. The analysis of STEAM learning concepts from the literature provided three sub-constructs under the prospects-STEAM movement, the purpose of STEAM education, and benefits of STEAM education. The sub-constructs under priorities of STEAM education were-curriculum integration in STEAM and STEAM education as a curriculum reform. The sub-constructs of STEAM education as a process were-the pedagogical process and assessment in STEAM education. The sub-constructs of the problems in STEAM education were-critiques against STEAM education and the challenges of STEAM education. Finally, we discussed findings and presented some implications of STEAM education.