Fear Of Mathematics: Finding Solutions

 

Mathematics (abbreviated to Maths), is one of the subjects studied in the global schooling system. It is so indispensable that it is compulsory in both primary and secondary schools. Maths is critical in our daily activities because it is used for many purposes: additions, subtraction, division, and multiplication, and other problem-solving skills. Unfortunately, inspite of its fundamental applications in our daily activities, it is widely hated and despised by over 80% of pupils and students across the world. Hence, the fear of Maths and its aversion, has hindered the academic performance of innumerable pupils and students, and limited their successes in future. Why do most pupils and students fear Maths? Why do most people think that it would have been better if there were nothing like Maths in the global schooling system?

One of the primary reasons pupils and students fear Maths is due to their lack of understanding of its concepts. There is already a preoccupation of fear and aversion for Maths in their hearts even before approaching any Maths lesson. Fear and success cannot work together. They are synonymous to the latitudinal lines which cannot meet together. Fear, in whatever form it comes into man, brings failure. Successful people are not fearful souls. The presence of fear in the minds of the scholars does not allow them to listen attentively to the information given to them on Maths. No matter how long the educator tries to explain the concept, no matter how concisely and brilliantly he/ she presents it, fear would not allow the fearful heart to understand it. Again, when concepts are not clearly explained, the pupils and students are unable to understand it. This situation leads to frustration and anxiety. Past experiences of failures, poor grades, and toxic criticisms, can also contribute to a negative association with and outright aversion for Maths. 

Additionally, the pressure to perform well, whether it stems from parents, caregivers, teachers, or oneself, can create a sense of stress and apprehension. Another factor that contributes to Maths anxiety and aversion is the preconceived notion of the difficulty of the subject. Maths is a subject that requires logical thinking and problem-solving skills, which can be challenging to many pupils and students. Once the pupils and students feel overwhelmed by a barrage of inexplicable formulae and algebraic equations, they become disheartened and develop fear of Maths. They chicken out without making daring efforts to understand the concept of that Maths. Now that they have left the Maths, the Maths will also leave them. Nobody can understand something that he doesn't love, learn, or talk about. Nobody! There are also pathetic cases where the teachers teaching the Maths subject are not well-rooted in the knowledge of Maths before teaching others. The lack of knowledge of Maths becomes more problematic when the candidates seeking for admissions into the universities and tertiary institutions are told that a specific grade in Maths is a prerequisite for admissions into their chosen universities and higher institutions. They become lean and worn-out in broad daylight due to their inability to master Maths. That is why it is impossible to eradicate examination malpractices in some countries of the world. I am very sure that without examination malpractices involvements, many candidates who gained admissions into the universities across the world would not have been able to do so. However, the fear of Maths is not peculiar to pupils and students from one latitude of the world. The phobia for Maths spans across the world. Yet, it is a subject that we cannot do without!

To overcome the fear of Maths, it is essential to address the root causes of Maths and provide the required support to pupils and students. One effective solution is to make Maths more engaging and interactive. By incorporating games, puzzles, and real-world applications, educators can help pupils and students see the indispensable relevance and fun in Maths. This approach can help build confidence and motivation, encouraging pupils and students to explore mathematical concepts with enthusiasm.

Another solution to mitigating Maths aversion is to provide personalized learning patterns. Every pupil and student learns differently. It succinctly means that one-size-fits-all approach is both ineffective and unrealistic. By tailoring instructions to individual learning styles and needs (if it's possible) educators can help pupils and students understand mathematical concepts very easily. This can involve the application of visual aids, technology, hands-on activities, teaching in local vernaculars (if possible), and teaching them in small groups rather than in big classrooms of tens and hundreds of scholars. It is obvious that those pupils and students who are Maths-averse stand a better chance to understand its concepts better if taught in small groups. For example, if a Maths teacher is teaching in front of a 100-seating capacity classroom, it will be very difficult, if not impossible, for those shy pupils and students to ask questions because other classmates may ridicule them and call them derogatory names. Yes, they did not understand the concept of that topic, yet, they return home without understanding it. If a child cannot ask questions in the classroom when he/she has a problem, what then is the importance of going to school? We go to school to learn in order to be useful to ourselves and society in future. Anything that tends to hinder a child from asking questions after a lesson is a monster. It should be summarily destroyed! 

To me, I feel that it is easier for a child to ask questions and seek for proper understanding of a subject's concept if taught in the midst of few classmates, than in the midst of a teeming number of classmates. It is also easier to understand something quicker where scholars are fewer because in the big classrooms not may scholars will be bold enough to ask questions. I advise that, the national federal education ministries should create a "Teach The Teachers Programmes", where all teachers should be taught properly of the concepts of the subjects that they are teaching before coming to teach others. We all know too well that not all teachers are bright in their fields of specialization: English Language, Mathematics, Biology, Chemistry, Physics, History, Geography, Agricultural Science, Government, English Literature, Religious Knowledge, Fine Arts , et al. Some struggle to teach pupils and students these subjects because they are not grounded in the knowledge of the subjects. In fact, some intelligent students may even know a subject like the teachers who are not qualified to teach. Yes, this is very true though a rarity. They cannot teach without reading from a book. There are others who come to the classrooms and teach very well without any supporting papers at hand.

Moreover, positive feedback and encouragement can play a significant role in overcoming Maths anxiety and phobia in schools. When teachers and parents focus on efforts and progress rather than just results, pupils and students are more likely to develop a growth mindset. This mindset allows scholars to view challenges as opportunities for growth and learning, rather than threats to their ego. 

In conclusion, the fear of Mathematics is an age-long problem that requires a holistic approach to mitigate. By understanding the roots of Mathematics phobia and implementing effective solutions, we can help the scholars develop a more positive attitudes towards Mathematics. If we make Mathematics engaging, provide personalized learning patterns, and offer positive feedback, we can empower our pupils and students to overcome their fears and succeed in this essential subject. This way, pupils and students can develop a long-term appreciation for Mathematics and achieve great successes.

Please, kindly share this post with your friends and loved ones. Thank you very much.