Problem of Teaching Mathematics
The problem in teaching and learning of Mathematics can be identified in following ways .A sense of fear and failure among a majority of children A curriculum that frustrates both a talented minority as well as the non- participating majority at the same time.Crude way of assessment making perception of mathematics as mechanical computation.Lack of teacher preparation and support in the teaching process of Mathematics.Fear and Failure
Mathematics is the subject which study evokes wide emotional comment. Mathematics anxiety and math phobia are consequences of the emotional comment. Mathematics is taught in the schools in such a way that it alienates the children and causes them to stop attending schools. Such fear of Mathematics is closely linked to a sense of failure. May Children of Class III or IV begin Considering themselves as unable to cope with the requirements, themselves as under to cope with the requirements generated by Mathematics. In high school, among children who fail only in one or two subjects, the majority of them fail in the subject of mathematics.The large number of the board exam failures also occur in the subject of mathematics. The cumulative nature of mathematics mainly causes such fear and failure. All the concepts of mathematics are linked to each other requiring the clarity and understanding of all. As e.g, if a child struggle with the concept of decimal, then he will get difficult in case of percentage, if he struggles with percentages, then he must be struggling with algebra and other mathematics subjects as well. The other main reason is the predominance of symbolic language. what symbols are manipulated without the understanding, then after a certain point children start dissociating from the subject
The language of mathematics learnt in school is completely different from their everyday speech and because a major force of alienation in its own right.
Disappointing Curriculum Crude Assessment
Mathematics education depends very heavily on teacher's understanding of Mathematics and his preparation of teaching Mathematics. It is the teacher's knowing of pedagogic techniques that makes the teaching and learning of mathematics so fascinating. Test book centered pedagogy mars the teacher's own Mathematics poses special problems. At the primary level most of the teachers consider themselves known to all the Mathematics needed and in the absence of any specific pedagogic training ends up perpetuating problems across time and space.Other system Problems Compartmentalisation Curricular Acceleration
Gender Issue
Any Mathematics curriculum that prioritises procedure and memorisation of formulas over understanding of concepts, enhances the anxiety and phobia. Mathematics is the subject that sees great motivation and talent even at an early age in as mall number of children. These children take to quantisation and algebra easily and carry on with great facility. The curriculum does not offer conceptual depth and thus settles for the minimal me of children's motivation The learning procedures may be easy for them, but their understanding and capacity for reasoning remain un-utilised.
The crude method of assessment are the barriers for the effective teaching and learning of Mathematics. Those methods of assessment encourage perception of Mathematics as mechanical Computation. Tests are designed for assessing a student's knowledge of procedures and memory of formulas and facts and thus concept learning is replaced by procedural memory. The children unable to make. Such replacement successfully experience the anxiety and suffer failure. In all the subjects except the Mathematics, partial knowledge may be tried and demonstrated but in case of Mathematic such a perception is easily coupled to anxiety and panic. The evaluation procedures in Mathematics has seen a little changes in our schools over a hundred years or more.
Inadequate Teacher Preparation
At the secondary and the higher secondary level,some teacher find a different situation. The syllabus have considerably changed since their school days and in the absence of systematic and continuing education programmers for teacher, their basics or fundamentals in many areas of concept are not strong enough to draw the attention of the children. This establishes reliance on note so consolidated concepts.
Except all the problem discussed above, few other systematic problems need to be maintained here.
This include very little systematic communication between primary school and high school teachers of mathematics and non at all between the high school and college teachers of mathematics. Most of the school teacher have never even seen or interacted with the research mathematics.It involves the rapid and frequent change of the course curriculum making the shape of mathematics education as taller and monitored.Mathematics is the subject which tends to be regarded as a masculine domain and this perception is further aided by the complete lack of references in text book to women mathematicians. The classroom reached also reflects a fairly systematic devaluation of girls as inefficient in mastering the subject of mathematics. It has been found that the teachers tend to address boys more than girls.
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-Teaching aids for mathematics
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-Methods of teaching mathematics
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This include very little systematic communication between primary school and high school teachers of mathematics and non at all between the high school and college teachers of mathematics. Most of the school teacher have never even seen or interacted with the research mathematics.It involves the rapid and frequent change of the course curriculum making the shape of mathematics education as taller and monitored.Mathematics is the subject which tends to be regarded as a masculine domain and this perception is further aided by the complete lack of references in text book to women mathematicians. The classroom reached also reflects a fairly systematic devaluation of girls as inefficient in mastering the subject of mathematics. It has been found that the teachers tend to address boys more than girls.
RELATED RESOURCES
RELATED MOER COMING SOON -
-Methods of teaching Mathematics-How teaching of Mathematics
-Teaching aids for mathematics
-Teaching mathematics
-Methods of teaching mathematics
-How to teach mathematics
-Methods of teaching mathematics
-Mathematics Teaching
-Tough mathematical problems
-Problems in teaching Mathematics
-problem of teaching
