Domestic Child Labor Students and Mathematics Learning

Abstract

This study portrays the extent of Domestic Child Labour (DCL) Students and mathematics learning at primary level mathematics. It concentrates on the specific themes of emerging research questions such as situation of learning environment to the DCL students, and influencing factors that affect the learning of DCL students in learning mathematics. In dealing with these research questions, I used qualitative design and interpretive paradigm. I explored that they took mathematics as a difficult subject in comparison to others. They were more interested in mathematics than non DCL students but felt difficulty in learning due to the lack of pre-knowledge and less time to practise at home. They felt more comfortable in school than at home. Non DCL students were co-operative to DCL students in class. Questions and responses were common among students and teachers. There was equal participation in class work, group discussion but were irregular in home work. DCL students faced more difficulties in homework than in class work. The major factors affecting the learning of DCL students were: economic condition of the family, size of family, bad attitude of house owner, heavy work load, unavailability of books and stationeries, discipline of the class, different traditions and cultures and pre- knowledge.