In this context, many students start off enjoying mathematics but as they get older turn off mathematics. Of recent, it has been noted that some students are totally not willing to study mathematics. In Tanzania, for instance, mathematics is taught as a compulsory subject to all students at Ordinary Level secondary education Kitta, In form three, students are allowed to opt for some subjects; most of students normally opts for science subjects and enrolls themselves to arts subject.
Science subjects in this context refers to; Physics, Chemistry, Biology and Mathematics while arts subjects includes; History, Geography, Kiswahili and English. Frankly, many students opts for arts subjects so as to distance themselves from mathematics, believing that being artists they will have very little to do with mathematics.
Such students normally show disrespect to their teachers by sleeping in the class and not caring the class Mathematics class at all, openly admitting that they are the worst possible person in math and sometimes are so proud when they get low scores in mathematics. It is for that reason the researcher wants to study and come up with the reasonable arguments for students Mathematics aversion in Tanzania.
The work will also try to 4 survey teachers and students outlook towards mathematics teaching and learning so as to gain a valid understanding of the matter which is being researched. The study will go further by looking on whether the ways and methods used in delivering lessons to learners are convenient in such a way that learners get encouraged.
Solid ground of mathematics is at a very core of educational curriculum. Analytical skills, Logic skills and reasoning are all well enhanced through the study of mathematics. Compulsory training of children in mathematics is therefore an important requirement for participation in society, ultimately making an indispensable contribution to national competitiveness and the knowledge society Kyando, This will be achieved by going through the following specific objectives.
The research work will be done so as to come up with clear arguments based on the following questions. What are the causes of such habit? On the other hand, there has been a worse drop in mathematics performance. A Number of reasons including the inherited attitude that mathematics is a very difficult subject, a notion which makes some students hate the subject have been cited as sources of poor performance in Mathematics. This study has brought in some ways of making learners get inspired in learning the subject and thereby helping in improving their performance.
The study was also concerned itself at finding out the possible solutions for mitigating the problem. These schools are both found in Mbeya city, Tanzania. The research was conducted while the semester study programs are in progress. The research timetable was scheduled within the normal studying days. The researcher for reason was compelled to undertake research work while at the same time attending classes. For the time being, for instance, the researcher is writing this report while at the same time getting prepared for the University Examination.
This is of no doubt that it was virtually impossible for the work to be done effectively. The researcher needed to get clear information on why students loathe mathematics. In some other cases, the respondents were not willing to give out their standpoints. The research work nearly relied on the information provided through written questionnaires, some questionnaires were of no help as the some respondent gave vague information, and others wrote information not matching what the questions required.
A financial constraint was another setback. A research work required enough funds for producing questionnaires, finding various related literatures to the study, travel expenses and for producing out the research report. The funds provided by the responsible authorities were not enough to meet these requirements.
Devlin, K. J defines mathematics as the science of patterns. It is the study of number, shape, motion, change, and space.
This is a way of describing relationships between numbers and other measurable quantities. Mathematics teaching and learning has now become a problem almost all over the world. Among many factors that makes teaching and learning of mathematics to be a problem is that some students are not willing to study the subject with the sight that mathematics is a very difficult subject and that it is a mysterious force to be understood by the chosen few.
Various literatures from different people and organizations have recited different reasons as to why this is so. In this section, therefore, different literatures will be taken into account in supporting the statement that students loathe mathematics. They went on to explain that sum stress might manifest itself in different ways including behavioral problems. Some typical reasons for suffering sum stress included: failure in the past; parental pressure; low status given to mathematics by parents; lack of confidence; relationship with current or previous mathematics teacher; and physical problem, such as dyslexia, that is, impaired ability to understand written language.
But very unfortunately, most public school teachers do not go into teaching because they love mathematics. On the other hand, Boma found that, Quality of teachers, size of the class, motivation and teaching techniques all affect academic life of a learner. Diploma teachers are expected to teach Forms One and Two, while graduate teachers are expected to teach Forms Three and Four2.
In practice, however, this is not the case as there are presently more diploma teachers than graduate teachers in schools. Diploma teachers are also teaching mathematics in Forms three and four and in some schools there are no graduate teachers at all. This is true for both public and private schools. Furthermore, a considerable number of the diploma teachers lack substantial knowledge in terms of subject matter knowledge and teaching skills.
Cited in Kitta S. Skemp feels that the way in which mathematics is taught contributes to the development of anxiety toward mathematics. He suggests that rote learning of mathematics causes children to develop anxiety toward mathematics. Also, he further argues that, Students generate negative attitudes towards mathematics and loathe the subject by mismatch which occurs when the teacher teaches instrumentally and students try to understand irrationally.
Children are often successful in learning simple mathematics based on rote learning, but as the mathematics becomes more complex they can no longer just learn rules to cover all situations.
As they become exposed to problem solving situations children can no longer apply rote-learnt methods. In some other places, learning environments are not promising enough to make the learners get attracted, and therefore they end on hating the subject. Teachers need to model a positive mathematics attitude promoting a positive disposition by communicating a love for mathematics, promoting student confidence, perseverance, curiosity. Additionally, they should encourage independence and logical thinking, and they should focus on why algorithms work, instead of on memorization.
Contrary to the named criterions, the issue of quality of mathematics teachers is a dilemma. Kitta, S says that the quality of most mathematics teachers is poor, as they are both deficient in terms of subject matter knowledge and teaching skills. Due to the current expansion of student enrolment and the increase of secondary schools, there has been a shortage of qualified teachers. As a result, many schools have employed unqualified teachers such as ex-Form Six Leavers students who have completed their advanced level education only to teach.
They have also employed people with backgrounds unrelated to teaching and have failed to secure employment opportunities relevant to their courses.
There are cases in schools where teachers teach mathematics even though it is not their subject of specialization. Worse enough, some schools employ under-qualified teachers such as Grade A's, who are qualified to teach at the primary school level only3.
Moreover, those who are qualified to teach at this level of education, have significant problems due to the poor teaching preparations they received in college Eleweke, The majority of these teachers lack substantial subject matter knowledge, the knowledge 3 Kitta S. They are unable to transform formal subject matter knowledge into something appropriate for a particular group of students. Many teachers act as if computational procedures and processes are simple and self explanatory; and sometimes teachers have little sympathy to students who do not understand concepts, in such situations, a student who is lost lacks understanding is not going to have love for the subject.
Mathematics self-concept refers to a person's image with respect to how he or she is perceived and valued in mathematics learning context Sichizya, It is a fact that, despite its utility and importance, mathematics is perceived by most students as difficult, boring, not very practical, and abstract and its learning as requiring a "special ability" that is not always within everyone's reach.
We find that many pupils generate negative attitudes towards mathematics in the course of their academic life, and on occasions present an authentic aversion to the discipline. For most pupils the subject is not a source of satisfaction, but rather one of frustration, discouragement, and anxiety4. A paper for the affective domain in Mathematics Learning. Alego, O was of the view that by the time students began their secondary school education their attitude to mathematics is not positive.
In primary school it seems pupils start standard one with usual openness to learn the subject. By the time they reach standard six or seven, their attitudes towards mathematics tends to be negative. Arguing on similar case, Amato A. S says that some primary school teachers demonstrate negative attitudes towards mathematics. Amato ibid points out that, such teachers have been found to allocate more instruction time to subject-matter areas that they enjoy, and less to areas that they dislike.
In this regard, we find students in secondary schools already not motivated and interested to learn mathematics, hating of the subject is therefore because of the poor basics. The reasons why mathematics subject is difficult to learn is that the concepts in mathematics are abstract and difficult to understand Allain, Infact I was going to direct a MS thesis about the sobject.
One small encouragement, and enthusiasm which made this thesis possible, and for his patience in.. Attitude toward mathematics, affect, narratives, students; Why Most students dislike mathematics subject Edwin pros of listening to music while doing homework Magoti difficulties in mathematics.
No one or almost no one learns to see the beauty of mathematics without help—without, at the Math teachers often do not inspire their students with an appreciation for the beauty of mathematics, instead teaching by rote memorization.
To venture into having.. Safe space — a classroom climate that allows students to feel secure enough to.. Jul 10, Parents, students and teachers searching for Homework Help found the articles Do you hate math, physics, or another other science subject? Traditionally, many kids profess to hate science or math.
Why do you think some students have a deep aversion to science where they actually say they hate it? The study included freshman and sophomores from two suburban high schools. From the students, teachers nominated students they thought were talented in one or more subject matters. Students were given a questionnaire to gauge interest in mathematics and achievement motivation.
This method provides the subject a pager and throughout the day whenever the subject is signaled they fill out the questionnaire. Semester grades were used as an indicator of mathematics achievement. This study suggests that teachers should create more interest in order to improve motivation. Their methods were lecture, discussion, and seatwork. These approaches however, may not create much interest in mathematics.
Fourteen students were selected from one high school for semi-structured interviews. Two groups were formed: students enrolled in Precalculus or Calculus and 11 students not taking a mathematics course that year. All of the students had taken the two required and any elective high school mathematics in the same high school.
To allow for the 12 development of all students to identify as mathematics learners, students and teachers must discount the nature face and build on the other three faces of identity Anderson, , p. Anderson suggests that to increase interest, instruction should involve more active and student- centered activities. In their study, twenty-four 4th through 6th grade teachers were selected from schools in a large urban ethnically diverse area. Three groups were formed.In this way, mathematics learning becomes difficult as it requires self motivated students who are willing to spend most of their time solving and discussing. A research work required enough funds for producing questionnaires, finding various related literatures to the study, travel expenses and for producing out the research report. The research work will be done so as to come up with clear arguments based on the following questions. In some other cases, the respondents were not willing to give out their standpoints.
University of Wisconsin — Stevens Point. Creating interest in Mathematics. S says that some primary school teachers demonstrate negative attitudes towards mathematics. Some students spend most of their time dealing with family activities and others use their time to play and watching televisions.
Journals, magazines and newspapers were also referred. Responding to the question that required them give out the possible causes for their mathematics aversion, Students generate negative attitudes towards mathematics and loathe the subject by mismatch which occurs when the teacher teaches instrumentally and students try to understand irrationally and when they become exposed to problem solving 3 situations children can no longer apply rote-learnt methods. What are the difficult concepts to your students in mathematics? Learning mathematics is very necessary for an individual's full development in today's complex society. The students were given the Inventory of Affective Aspects of Schooling IAAS that addressed student motivation, teacher quality, social-psychological class climate, management-organization class 16 climate and attitude toward math.
Attitude toward mathematics, affect, narratives, students; Why Most students dislike mathematics subject Edwin pros of listening to music while doing homework Magoti difficulties in mathematics. What are the reasons for your choice from question four 4 above? Scott L. For how long you have been in teaching professional? Motivation can be divided into two categories: extrinsic and intrinsic. This being the case, one needs to have a good foundation of something in early years of schooling.
Fonseca J. Research techniques. For most pupils the subject is not a source of satisfaction, but rather one of frustration, discouragement, and anxiety4. Under Qualitative approach, interview method was employed to collect information from parents and teachers. Seka B. The study was also concerned itself at finding out the possible solutions for mitigating the problem.
Two groups had expressed a commitment to implementing reforms and agreed to teach using a reform-oriented unit on fractions. This is a way of describing relationships between numbers and other measurable quantities. University of twenty. The study used survey research design. If these are motivated, they might not give up easily regardless of having a lot of periods per week.
This is of no doubt that it was virtually impossible for the work to be done effectively. Volume 1. If you are a day student, what do you do after class hours at your home place? The study will go further by looking on whether the ways and methods used in delivering lessons to learners are convenient in such a way that learners get encouraged. This method provides the subject a pager and throughout the day whenever the subject is signaled they fill out the questionnaire. Students were given a questionnaire to gauge interest in mathematics and achievement motivation.
Devlin, K. When asked on the teaching method which their teachers mostly use in lesson presentation, In case of students, reward should be given to those who perform better than others. The third group taught using standard methods and textbooks and expressed no interest in reforms. In the learning process, various disciplines of knowledge are involved. Of recent, new program which is still used in Ordinary level secondary school education is known as basic mathematics and is taught as compulsory subject.
Gokkusagi says many pupils generate negative standpoints towards mathematics in the course of their academic life, and they authentically averse the discipline. Boma Students were given a questionnaire to gauge interest in mathematics and achievement motivation.
Frankly, some parents have not been at school and they know nothing about schooling, such parents some of them normally give less emphasis to their children as far as academic matters are concerned. There have been several studies onWhy Most students dislike mathematics subject. This is a way of describing relationships between numbers and other measurable quantities. Apart from these, Abstractness of the subject also took part as the reason in the sense that mathematics subject sometimes entails the use of some concepts which are not easily captured by students in real situations. On the other hand, teachers witness themselves that they are not well equipped with pedagogical competence, that some of them lack essential skills and are unable to deriver the lesson to learners effectively and efficiently.
Moreover, those who are qualified to teach at this level of education, have significant problems due to the poor teaching preparations they received in college Eleweke, Frankly, some parents have not been at school and they know nothing about schooling, such parents some of them normally give less emphasis to their children as far as academic matters are concerned.
Mathematical anxiety is anxiety about one;s ability to do mathematics. Although the study produced no significant results, there was an indication that junior high may be the most important period for students to understand and shape their attitude as it relates to their achievement in math. Nairobi University Press: Nairobi, Kenya.
What are the reasons for your choice from question four 4 above? A paper for the affective domain in Mathematics Learning. A financial constraint was another setback. Their response through questionnaires had shown that, Some remedy should be put in place so as to contain the situation. In this section, therefore, different literatures will be taken into account in supporting the statement that students loathe mathematics.