An individual may have developed a particular attitude toward some aspect of mathematics which affects her or his performance (e.g., a student may greatly dislike problems involving percents). At the same time, a particular mathematics task may give rise to an unanticipated emotion (e.g., frustration may set in when a student finds that he or she has made little progress toward solving a problem after working diligently on it for a considerable amount of time). The point is that an individual's performance on a mathematics task is very much influenced by a host of affective factors, at times to the point of dominating the individual's thinking and actions (Lester, F.,
The discipline of mathematics is a difficult learning site with the potential to trigger distressed emotional states or dread in those students who cannot comprehend its concepts or to use it to solve problems. (Ashcraft & Faust, 1994). A background in mathematics is necessary for many career opportunities in an increasingly technological society but academically capable students are often restricted by fear of mathematics. This leads to discontinuation of mathematical training and education. (Meece, Wigfield & Eccles, 1990, p. 60) This fear of mathematics, initially termed mathemaphobia or mathophobia, is currently termed mathematical anxiety.
My inquisitiveness leads my interest in investigating if there is a correlation between constructivism (active learning) and students’ performance in mathematics at the middle school level. I want to know if the gap in students’ mathematical skills at the high school level is attributed to the teaching strategies at the lower level. There is a tremendous need to improve students’ performance in mathematics. Many teachers are incapable of adaptation and are non-compliant with
Neurological differences in processing information that severely limit a person’s ability to learn in specific areas. Main types of Learning disability: Learning disabilities in reading (dyslexia) reading problems difficulty understanding relationship between sounds, letters and words. Inability to grasp meanings, words, phrases. Learning disabilities in Math (dyscalculia)here child may struggle with memorization and organization of numbers, operation signs, numbers and facts. Trouble with counting principles or difficulty telling time.
A child’s ability to do math will be affected differently by a language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization. A child with a math–based learning disorder may struggle with memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5x5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by 2s or counting by 5s) or have difficulty telling time. Learning disabilities in writing (dysgraphia) Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending and synthesizing information. Basic writing disorder refers to physical difficulty forming words and letters.
Finding a page turner which gets you interested in the story. b. Having children turns a couple into a family. c. Learning math seems difficult because we expect it to be difficult and close the learning channels. d. Mastering two languages can help you to ward off the mental ageing process.
How to Build Your Child’s Mathematics Skill Effectively? Although mathematics skills are considered hard to improve, many parents find it difficult to inspire their child’s love for the subject. Young children do not perceive math as fun because it requires brain power and concentration. Introducing your child to mathematics in the right way can help build a positive attitude. Mastering the subject is essential for future opportunities both in school and career.
many visits may be required to understand the process and etiologies that cause poor school performance. There are many causes for children to under achieve at school, such as, health problems, below average intelligence, specific learning disability, attention deficit hyperactivity disorder,
\addcontentsline{toc}{section}{Section A} \section*{Section A} \addcontentsline{toc}{subsection}{Introduction} \section*{Introduction} Mathematics can be defined as the branch of science that is concerned about the numbers, graphs, equations, and formulas. Researches show that problem-centred approach in mathematics education has a significant development to learning mathematics. Problem-centred approach classrooms are doing better than old system classroom. In problem-centred approach learners are not viewed as empty vessels which should be filled up, instead, they are constructing knowledge and the educator who uses non-routine problems helps the learners to interact with the real-world problem, hence learners will be able to learn how
Mathematics is highly important to development of the human mind. It enables a person to acquire skills in creativity, logic and systematic and methodical thinking, and allows one to carefully and thoroughly analyze various problems (The Ministry of Education, 2008). There are some problems in teaching and learning mathematics. Two main causes of these problems are a variety of students’ abilities and the quality of teaching techniques. As a result, students have poor learning achievement and have negative attitude towards mathematics (Suriyan Tumaram, personal communication, August 18, 2014).