Mathematics is one of the core subjects in academic curriculum of school education. But it is the most hated subject also. Why some people have bitter memories associated with Maths? Why is it dreadful to many? These are the questions which keep crossing my mind, when I listen to hate stories of Maths from many.
But for some people on the other side of fence, including me, this is the favourite subject. Learning and teaching Maths for the past many years has led me to some answers.
The problem with Maths lies with some misconceptions and some technical errors. I have identified four reasons.
The first relates to technicalities. Situational problems in Maths are mostly set up in some third world. Like learners are given problems such as, a person bought a dozen bananas for rupees 10 and a kilogram of apples for rupees15 and sold these for rupees 12 and rupees 20 respectively. Find his profit or loss.
Now, the tiny souls who are supposed to solve it have not seen so liberal prices in their lifetime. They can reach to correct answer of rupees 7 by the procedure they have been taught, or if in some way, it goes wrong they can reach to an answer of rupees 70 or even rupees 700. Because it is just a statement and has some answer. It has nothing to do with real world around them which have prices of bananas and apples many times of these. Problem solver will not think about situation or relate it to the real world but just go by the procedure told and could reach at any bizzare conclusion.
But if the same problem is given with prevalent price in the market, and the learner is made to think about the inputs and outputs of sellers and buyers from such deals, it may become more realistic and interesting.
Second thing is cultural influences. Most people think that some persons have ability by birth to understand nuances of maths and some do not. Often parents talk about it in front of their children that 'they could understand everything but not Maths in their school years.' Student who is already struggling with the subject starts thinking that he or she also lacks this ability to understand it. In fact this is not the case, those students who are fortunate enough to get good environment and good teachers of the subject in their formative years, find it very simple. Small consistent wins of getting correct answers to the mathematical problems give immense happiness and confidence. But it is possible through correct guidance. On the other hand, if there are loopholes at this stage the confidence takes a hit and one starts believing in popular perceptions that something is wrong with ability to understand it.
Third thing which could be identified is that mostly teachers go by one rule method to solve different problems. Only one method is taught which consists of fixed set of steps and procedures. The brains become machines to follow these steps. If anything goes a little bit awry, the path is lost and the problem is not solved. So instead of one set of steps, multiple ways to solve a problem should be encouraged. Each situation should be analysed from different perspectives. Creativity needs to be encouraged in problem solving.
Fourth point is that mostly there is no counter analysis of problems after solving them. Sometimes students calculate the age of a person in negative, or age of a mother less than that of the child, and submit it as their answer without giving a thought to it. If the habit is formed to analyse the answers with respect to questions, after attempting each and every question the learners will think about it for a while, and if they are getting illogical answers, they themselves will correct it at this stage.
Mathematical concepts are involved in every aspect of our life, study of mathematics is not only study of numbers but it plays a major role in the development of brain. I call upon all stakeholders to think about it and do concerted efforts to make this magnificent subject well accepted among learners.
By: Mr. Ranjit Singh