Problem of Teaching Mathematics

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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• Physical Motor Development and Characters of Different Stages
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What is remedial teaching?

Remedial Teaching

The term remedial teaching as the name suggests stands for the teaching or instructional work carried out to provide remedial measures for helping the student (or individual student) in getting rid of their common or specific weaknesses some other measures carried out for such diagnosis.

Diagnosis thus provides a solid base for hypothesising the general and specific causes underlying the weakness or learning difficulties of the student). It is thus true that as the diagnosis so is the remedy for the removal of the difficulty.

Thus, depending upon the general or specific nature of the weaknesses or learning difficulties of the students, we have to take appropriate steps for the organisation of remedial teaching for the needy students.

Organisation of Remedial Teaching in physical sciences

remedial teaching for slow learners

Remedial teaching in the subject physical science can take various forms like below

remedial teaching in mathematics

* Class Teaching

* Group Tutorial Teaching

* Individual Tutorial Teaching

* Supervised Tutorial Teaching

* Auto- instructional Teaching

* Informal Teaching

remedial teaching method

Let us discuss now all these forms and aspects of remedial teaching.

Diagnostic testing and remedial teaching

Class Teaching -  

In this system or schedule  of remedial teaching, the usual Composition and structure of the class is not disturbed. The teacher here teaches a particular lesson/Unit, emphasises.a point again and again, emphasises a point again and again, repeats the experiments or use some specific teaching aid in order to remove the difficulties and deficiencies of the learners in terms of class as a whole is  benefited through such type of remedial  teaching. It is proved user me in the removal of the weakness and learning difficulties of the general nature.

remedial teaching in mathematics

Group Tutorial Teaching

Here, the student of the class all divided into some homogeneous group called tutorial group on the basis of their common learning difficulties and identical weaknesses or  deficiencies in the acquisition of the learning experiences in  Some or the other areas or aspects of the subject . These groups are then taught separately by the same teacher or different teachers according to the nature of the difficulties and deficiencies. The tutor in- charge of a tutorial group , then trials to solve the difficulties of the learners, however, collectively on a group basis, The Weak area or   aspects of the curriculum identified through diagnostic testing are properly attended by the teacher according to the needs and requirements of the pupils of the group.

what is remedial teaching

In case, it is related to particular work, due Care and proper attention is now paid by the teacher over his own demonstration work as well as on the practical and project work done by the students in their respective groups.

methods of teaching

The group tutorial teaching proves advantages over the class teacher in many aspects. Here, the students who have common problems and difficulties in their learning are more helped in overcoming their difficulties and deficiencies

definition of remedial teaching

It makes the task of teaching- learning quite interested and goal oriented in class teaching there remains a lot of chances that the time and energy of many of the students who do not suffer with a certain learning deficiency or difficulty will go in vain by attending to the remedial teaching not at all needed by them. Moreover, the number of students in groat tutorial teaching is comparatively reduced. It results in making the task of the teaching more convenient and effective for providing better coaching and practice in terms of the needed remedial education.
importance of remedial teaching 

Individual Tutorial Teaching

In this schedule, every learner who feels learning difficulty of one or the other nature is attended individually for overcoming his deficiencies or  weaknesses. It is one to one coaching, help and guidance that is  rendered by teaching to learner and when needed by him in order to actualise his potentialities to the maximum

teaching methods

Therefore, in this type of remedial teaching, maximum consideration may be provided to the principle of individual difference in the direction of the best result in the task of teaching  and learning. Here, the students may progress according to their own pace, abilities and Capabilities and  get adequate help individual attention and reinforcement for Coping with their deficiencies and difficulties on path of learning.

what is the importance of remedial teaching 

Supervised Tutorial Teaching

what is remedial teaching in education 

In this schedule of remedial teaching, the responsibility of overcoming the learning difficulties and removing deficiencies in Some learning areas is headed  over to the learners themselves. They have to work at their own for removing their difficulties and deficiencies. The role of the teacher is confined to observe and Supervise the learning activities and to provide as much help as necessary to carry on them on their path of self-learning and self Correction. This type of supervision Can be made on the individual as well as for torial group levels. The students may opt to work in the group individually for solving their difficulties and overcoming their learning deficiencies.

what is the meaning of remedial teaching 

Auto-Instructional Teaching

concept of remedial teaching
This type of remedial teaching consists of auto-instructional programmes and activities. Here, the  learner is provided with basic auto-instructional and self-learning material and equipments like programmed learning text books and Package, auto - learning modules, teaching machines and Computer-assisted Programmed instructions etc. This material helps the pupil to gain sufficient practice and drill work in the areas of his weakness and acquire necessary Confidence in overcoming his difficulties and deficiencies through the well programmed self-instructional material.

Informal Teaching

innovative teaching method

Informal Science education and teaching suitable planned and assimilated with the formal Science education of the school may go in a big way to act as a source and means of remedial education to the needy students.The activities Connected with such informal education in the form of excursions or  trips, collecting material for the science museum, improving Science apparatus, working on useful scientific projects, engaging in the scientific hobbies, establishing aquarium, vivarium, terrarium, botanical garden, zoo and nature study Corner in the school campus and participating in the science Club activities, ete. Make the study of the students and provide unique and special opportunities to learn and practise the facts and principles of science. The learning difficulties arrised out of the lack of  interest, non- availability of direct and first-hand learning experiences, deficiencies in the methodology of teaching, psychological needs and problems of the learners and host do other reasons may be easily overcome through the organisation of useful non-formal activities of sciences or scientific interest in the schools.

READ ALSO : Diagnostic-and-remedial-teaching

Other Sources

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• Cognitive Development theory 

• FACTORS AFFECTING COGNITIVE DEVELOPMENT 

• Social and Emotional Development - Infancy, Childhood and Adolescence 

• INFLUENCE OF HEREDITY AND ENVIRONMENT ON DEVELOPMENT 

• Physical Motor Development and Characters of Different Stages
• DEVELOPMENT TASK BY - R.J HAVIGHURST’S FROM CHILDHOOD TO ADOLESCENCE PERIOD 

• Concept and Principles of Growth and Development

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The Important Financial institutions in India Year of Establishment

Financial Institutions and year of Establishment

Imperial Bank of India -  1921

Reserve.Bank of India (RBI) - April 1, 1935

Industrial Finance Corporation of India (IFCI) - 1948

State Bank of India (SBI ) - July 1, 1955

Unit Trust of India (UTI) - February 1, 1964

Industrial Development Bank of India (IDBI) -July, 1964

National Bank for Agriculture and Rural Development (NABARD)- July 12 , 1982

Small Industries Development Bank of India (SIDBI) - 1990

Export-import Bank of India (EXIM Bank ) - January 1, 1982

National Housing Bank (NHB) - July, l988

Life Insurance Corporation (LIC) - September, 1956

General Insurance Corporation (GlC) -November , 1972

Regional Rural Bank (RRB) - March, 1975

Housing Development Finance Corporation Ltd. (HDFC) - 1977

Read Also- THE INDIAN ECONOMY 

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Indian Economy

Define - Economic planning is the method of allocating resource [physical and human ] among different uses in order of preferences and the detailed scheme Prepared for that is called as the economic plan.

Power By- www.SarkariNaukriWala.in

Question - When Indian economic planning Started ?

Ans- 1 April 1951 ( when the first five year plan was launched )

First plan was- Basic & Central objective planning : - To abolish poverty and raise the standard of living of masses of highest possible level.

Question - Who wrote the book " Planned Economy of India"  in 1934

Ans - Dr.M Vishveshwarya

Question - When was the National Planning Committee set up  ? under  who ...

Ans-  The Indian National Congress set up  in 1938  under the chairman or Presidentship of Jawaharlal Nehru.

Question - Who prepared People Plan in april 1945.

Ans- shri M N Roy

Question - Gandhian plan was prepared by who in 1944 ?

Ans- Shriman Narayan.

Question - Who prepared Sarvodaya plan in January 1950 ?

Ans - Shri Jaiprakash Narayan

Question - Planning Commission was a non- statutory but an advisory body, which was constituted  by the Cabinet on ___________ ?

Ans - 15th March 1950.

Question - National Development Council (NDC) is also-statutory body constituted on_______?

Ans- 6th August 1952.

Five Year Plan in India 

1st plane 1951-1956 [ In the first plane, agriculture was given the highests priority. In this plan, the achievements whethe more than its target.

2nd plane 1956-1961 [2nd plan was based on the model prepared by prof PC Mahalanobis. In this plan, the highest priority was given to the industrial sector.

III rd Annual plane 1961-66 to 1966-69 [ Plane holiday The period of three annual plans (1966-69) between the 3rd and 4th Plan is called plan holiday

IVth plane 1969-1974 [The main objectives of the 4th plan where growth with stability and progress towards self-reliance. Gadgil Formula was made in the 4th Plan for distribution of plan assistance between centre and the states.

Vth plane 1974-1978

VI th plane 1980-85 The 6th Plan initially introduced for the period of 1973-83 by the Janta Government was called Rolling Plan. Later the congress Government after coming back to power in 1980 implemented the modified 6th plane (1980-85). Many poverty alleviation and employment generation programme was launched in this plan.

VII - Seventh Annual plans 1985-90 to 1990-92

VIII Eight 1992-97  In this plan human development various aspect was the basic objective of 8th plan. In this plan, "Mukherjee Committee " was constituted for amending " Gadgil Formula ", which was called " Mukherjee Formula'.

IX Ninth plan - 1997 - 2002 The main objective of 9th Plan was (Growth with Equity and Distributive Justice' .

X Tenth plan - 2002 - 2007 The 10th plan eaid emphasis on ensuring equity and Social justice. 

Question-  When was Reserve Bank of India (RBI)  nationalized ?

Ans - January 1, 1949.

Question- who issued one rupee note ? 

Ans- Ministry of Finance. 

Question- State Bank of India (SBI)  was established in _______ ?

Ans- 1955

Question- National Stock Exchange (NSE) was established at mumbai in ______?

Ans- 1992 (on recommendation of pherwani Conneittee IDBl is ils main promoter.

Question - Who among the folowing first made economic planning for India?

a) MN Roy

b) Dadabhai Naoroji

C) M Vishveshwary

D Jawaharlal Nehru 

Ans - M Vishveshwary 

Question - Planned Economy of India Was Whitlen by

a) M Vishveshwarya 

b) Dadabhai Naoroji 

c) Shriman Narayan 

d) Jawaharlal Nehru 

Ans- M Vishves.trialists 

Question- Bombay Plan was prepared by 

a) MN Roy

b) Eight Industrialists

C) shriman Narayan

d) Non of the above

Ans-  Eight Industrialists 

Question- People's plan was prepared by

a) Shriman Narayan

d) Jai prakash Narayan

C) M N Roy

D) All of the above 

Ans- M N Roy 

Question- sarvodaya Plan was prepared by 

a) Jai Prakash Narayan 

b) Mahatma Gandhi 

c) Binoba Bhave 

d) Jawaharlal Nehru

C) Subhash Chandra Bose

d)Shriman Narayan 

Red Also - The Important Financial institutions in India Year of Establishment

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