One of the primary aims and urgent problems of the school is to adjust individual students to a school program that can teach mathematics severely in dealing with numbers (Araque, 1998). Since studies indicate that students have greater tendency to develop mathematical phobia, it is therefore important to find out the level of mathematical phobia of the pupils in order to give proper training and motivation so that they will develop their interest in mathematics subject. This descriptive study aimed to determine the Mathematical Phobia among first year fisheries students of University of the Philippines
Namibia now has a national commitment on improving mathematics performance as mathematics skills are viewed as fundamental for transforming the Namibian nation into a knowledge based economy (NIED, 2010). Nambira et al. (2009) did a study that sought to determine reasons for poor performance in Mathematics, and found that the low performance in Mathematics lies in the teaching approaches, lack of learning resources and the implementation of the syllabus. Similar results were earlier found by DNEA (2004) cited in NIED (2010) in a study to determine reasons for poor performance in Mathematics, and the study results includes shortage in learners’ motivation to learn, availability of teaching materials and methods of presentation. In a study conducted by NIED (2010), learners were asked for suggestions to improve their performance and among others mentioned that teachers should adjust their teaching approaches and take views of learners into consideration.
The math section is designed to be a test of mathematical reasoning, and, it contains a large number of items that require students to apply their knowledge of mathematics in somewhat unusual ways. The gender differences favoring male students on the SAT are consistent with other findings on measures containing items with ill-defined solutions or unfamiliar types of items (Gallagher and De Lisi, 1994). Gallagher & De Lisi (1994) wanted to determine whether, male and female high school students achieved differently on the item performance on math section of the SAT. Results showed that male students were more likely to outperform female students on problems that no solution was found. Differences between male and female students on problems that had the use of familiar solution strategies tended to favor female students.
That’s is why people think we are smart, especially when it comes to math. Another reason that contributes to this stereotypes is that Asian parents are really strict about studying. For instance, my parent set a goal for me to achieve mostly “A”s and 1 “B” is allow and if I fail to do so, there will be severe consequences. Due to a strict education and public school mostly focus on teaching math and physics so we Asian do have an upper hand in those subjects. Stereotype is a funny thing to talk about because it’s easy to make a joke out of it.
For example, a stereotype for Asians is that they are good at math and science. If I was white, the individual would not come up to me with that prejudice in mind. The would privilege is struggling for me because it hard for me to distinguish what I have and don 't have. How I view myself that I have previously mentioned in the past journals is that I sometimes see myself as white or no color. I am no different from my peers.
Mathematics is at the heart of many successful careers and successful lives for societal development, particularly in the extraordinary and accelerating change circumstances. However, in reality, most people in general and students in particular dislike mathematics. Mathematics has a public image of being a difficult subject, accessible only to the few. Learners who do well in mathematics are typically stereotyped as “bores”. It is seen as a dry and boring subject.
Some students tend to be more anxious about the testing process and can often freeze up, others just cringe when they are confronted with any form of computational exercise, or others dread taking math classes which can occur in the elementary, high school, and even at the college levels. Research has shown relationships between numerical anxiety and achievement, between numerical anxiety and gender, and between numerical anxiety and age. A negative relationship between numerical anxiety and mathematics achievement has been found across all grade levels (Betz, 1978; Ma, 1999). While there is little doubt that there is a connection between numerical anxiety and poor mathematical performance, the direction and nature of this connection is less clear. Given that numerical anxiety can hinder performance even for individuals with high aptitude, it is important to investigate the extent to which numerical anxiety affects the performance of the
Complex number was the new content and added content by a real number. The students must be used basics knowledge to help for learning of complex number. Although students were not good to learn, there was a responsibility to come to class (Panida Phisidamornchai, 2014). The data were collected through interviews from 35 students who learned these found that complex number was difficult to understand and teachers teach not understand. Hence, test score of mathematics was not good.
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.
I believe that the challenge of sustaining and developing intrinsic motivation for Mathematics in students is a key issue in the teaching and learning of problem solving at the primary / secondary level. According to India’s National Curriculum Framework -NCF,(2005), ‘the primary goal of Mathematics education is mathematisation of the child’s thought processes. The NCF mentions that mathematics takes place in a situation where students pose and solve meaningful problems. Ironically, the document goes on to state that the problems of Mathematics teaching and learning, in India are – • Sense of fear and failure amongst majority of children • Curriculum that disappoints both talented minority and non-participating majority • Crude methods of