CHAPTER I

1.1 Introduction
1.2 Math Education
1.2.1 Importance of Math Education
1.2.2 Globalization of Math education
1.2.3 Math Education in India
1.2.4 Math at Secondary level in Tamil Nadu
1.2.5 Prevailing position in math education
1.2.6 Psychology of math education
1.2.7 Steps of expert in math
1.3 Learning of Math
1.3.1 Problems in learning math
1.3.2 Reason for poor learning math
1.3.3 Factors influencing in learning math
1.3.4 Importance of learning mathematics
1.4 Math Phobia
1.4.1.1 Factors affecting math phobia
1.4.1.2 self confidence, Mathematical Achievement
1.4.2 Math phobia and coping strategies
1.4.3 Math Phobia and how to beat it
1.4.4 Roots of Math phobia
1.4.5 Conquering our won math phobia
1.4.6 Helping to conquer other math phobia
1.4.7 Math phobia vs math lab
1.5 The Study
1.6 Statement of problem
1.7 Need and scope of the study
1.8 Objectives
1.9 Terms used
1.10 Limitations
1.11 Chapter Organization
1.12 Conclusion

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 CHAPTER - I

INTRODUCTION

1.1 Introduction

Math learning is a mooting problem for the students at any level in schools,
because it creates phobic tendency in students. There are many pertinent reasons
for the student’s phobic tendency in math. Learning math is most important since it
is the major instrument for future advancement in science and technology. Hence
the progress of a society depends largely on development of math education.
Educationists have gone a long way in identifying phobic behaviour until an
objective of removing obstacles and enhancing better and meaningful leaning,
which will be require for adequate future adjustment and development. The
identifying phobia is caused due to improper teaching and learning of math.
Phobic tendency in school students started in the late fifties and early sixties.
However, recognition of phobia started in the late eighteenth century and early
nineteenth century in the United States which was referred as word blindness
relating into brain injury (Houck, 1984)

The awareness that leaning problem in math due to irrational fear were
specific which could not be recognized and classified which other handicaps,
paved way for extensive research in this area in the sixties, kirk (1963) suggested
the term “phobia” and an American association was formed and referred as the
association for children with Learning Disability in math specially dyscalculia.

Mathematics is the rudimentary subject for the development of scientific

knowledge and technological importance. This knowledge as brought about a
tremendous industrial and technological revolution, which has not only affected the
mode of living of man, but also his thinking and culture. Mathematics has not
remained a mere subject of study, but today, it has become a language for

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commutation and thought processes. Only through this language man apprehends
nature, if he does not know this language he cannot be considered as illiterate.

According to Roger Becon, “Mathematics is the Gateway and key of the

sciences, neglect of mathematics works injury to all knowledge; since one who is
ignorant of it cannot know the other things of the world, and what is worse, men
who thus ignorant are unable to perceive their own ignorance and so do not seek a
remedy”.

Objectives of mathematics education at school level are

To cultivate a mathematical way of thinking.

To understand the process and applying mathematics to real life
problems.

To motivate the learning of structures through applications and
concrete situation.

To develop a favorable attitude towards a study of mathematics.

“Mathematics is nucleus of all subjects” But present prevailing situation in

the world of mathematics is “Mathematics phobia”. No country today can boost of
all its literate citizens to have “Zero Mathematic phobia” and Mathematics Phobia
ceased to attract research. 2000 A.D has been declared “world Mathematics year”.
Mathematics is a universal subject of common interest to entire humanity.
Mathematics means in getting sustainable joy although one’s life to spell out
realistic and tangible programme right from the family environment so as to secure
mathematical enjoyments rights of every one, children in particular cherish and
nourish the mathematical core in them.

The aims and purpose of world mathematical year concludes the following

To indentify the great challenges of the 21st century in Mathematics.

To impress the realizations that mathematics is a key for scientific
developments.

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To activities of development related to human society and
civilization.

To inculcate the favorable image on mathematics in the mince of
the students. The above mentioned aims clearly shows to correct the
view that mathematics is a low-credit and dull subject in spite of its
importance and utility in this space-era of science, technology,
computers and communication. NCERT Concluded in CBSE
principal meeting that low performance in mathematics subject not
only the system prevailing but also deep rooted “Mathematics
Phobia” in their minds.

Paul Ernest (2000) has listed four possible purposes of mathematics in school.

To developed mathematical skill and knowledge based capability

To develop creative capabilities in Mathematics

To develop empowering Mathematical Capabilities and a critical
appreciation of the social application and uses of Mathematics

To develop a inner appreciation of Mathematics its big ideas and
nature.

Normalplannemnda (1964) Stated that pupils should be active and

independent and should learn how to obtain information that they need for their
work themselves. Goal of the education is to teach the pupils in ways that in the
best possible manner suit each pupils abilities and “Generalization” is the heart
beat of mathematics and appears in many forms.

1.2 Mathematics Education

We have stepped into the space age and hence the escalation of growth and
development in the fields of research and developments is based on the math
education.

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1.2.1 Importance of Mathematics Education

A sound knowledge of mathematics is accepted to be a studying almost

every branch of knowledge, particularly so in the learning of science and different
branches of technology. In this age of space science and nuclear technology the
role of mathematics need not be our emphasized.

“Integrated curriculum in Mathematics for the developing countries of

Asia”. In regional conference, proof, Nural Hasan (Education minister of India)
stated that science and technology were getting more and more integrated with life
and therefore to understand science and technology, the knowledge of mathematics
was most essential. Therefore, that a strong and sound foundation in mathematics
be laid in order to make education meaningful.

The secondary education commission in their report observes that

mathematics assumes a prominent position in modern education. The commission
sated as follows.

“Apart from its role with the growth of the physical sciences, it is now
playing an increasingly important part in the development of biological sciences.
The recent advent of automation and cybernetics marks the beginning the
beginning of the new scientific industrial evolution and makes it all the more
imperative to devote special attention to the study of Mathematics.

The commission also pointed out that the gap between the scientific work
in an advanced country and in a developing country is very large and if the latter is
to put forth its best effort and sustain it for a period of time, it must find out some
areas, where it can stretch itself to the almost and do something of worth
significance. In this situation a field of study which comes to mind is mathematics.
The new education policy 1986 emphasizes the importance of mathematics in the
school curriculum. It is also being reconsidered and it is being visualized as “a
vehicle to train a child to think, reason, analyses and to articulated logically”.
Apart from being a specific subject, it is to be treated as a concomitant to any
subject involving analyses and reasoning.

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 One of the major goals of mathematics education is to enable students to
apply mathematics in appropriate situations. Students should not only able to do
form fundamental operations; they should also recognize when to use these
operations. They should be able to utilize their computational facility to should real
problems.

If instruction in mathematics is to be worthwhile, it must be planned with

the idea of achieving certain aims which represent values attainable from its study.
Mathematics in secondary level plays the vital role; i.e mathematics prepares a
student for future education. Considering the values and utility of this subject, it
may be concluded that mathematics plays a vital role in the school curriculum

Mathematics develops our intellect, thinking and reasoning. To Quote

young “it is the only subject that encourages and develops logical thinking and
enables the student to discriminate between essentials and non – essential. Further
it helps them to suit facts to draw tersely and without ambiguity”. The most
important skills in mathematics are careful analysis and clear reasoning. We use
mathematics in everyday life from simple tasks to complex tasks. In 1800’s public
education expanded rapidly and mathematics become a standard part of university
education, many of the great works in Mathematics of 1800’s were written as text
books (the world look encyclopedia 1992, vol 13, page 255)

The great need to link science closer to the relations of life and
simultaneously to rise its qualities – basically in terms of the quality of life through
required by assignments the inculcation of scientific method and disciplined
procedure of investigation and experiment and the stimulation which is provided
for extra-curricular reading and research has obliged educationists to thing about
the methods of mathematics.

We line on a measured world of line, space, mass man reveal the necessity
of man counting, measuring, weighing and drawing all aspects of the environment.
Qualitative science soon becomes quantitative with phenomenal advancement.
These basic necessities, derived requisites, means of comfort, convenience, and

6
progress require mathematical knowledge and skill in planning and designing. In
the production and calculation of microcosms and macrocosms, Mathematics acts
as an integral part of the universe where every aspect is quantitative. Hence leaving
of Mathematics is imperative.

Mathematics is a universal language. The existence of different languages

has caused a barrier between people of different tongues, but language of numbers
denoted by the first fingers and common notations, symbols and certain constant,
combined with the inherent properties of geometrical figures, barriers and creates
bonds of friendship among nations (Jamuna 200)

Vocations, profession, administration and industries and all institution, use

a good deal of mathematics, farmers, doctors, engineers, clerks, painter, tailors,
chemists and mechanics scare or fail in their profession by their lack of skill in
mathematical compulation, each detail of their vocation needs mathematical
precision and predications (R.Vasanthi 2000).

1.2.2 Globalization of Mathematics Education

Though mathematics is an art like music and dancing, painting and poetry
ect. There is a sociological vacuum for recognizing the mathematical core in man
and fostering and nurturing it as in fine arts and sports. There has been a long
tradition to cater to religious and political, fine art and literary, sports and make
needs of man supported and heightened by high tech developments. One can
sumine as an illiterate but not as an innumerate. While taking of science and
technology, there is a lack of awareness on the part of the common man even today
that is the really mathematics science and technology, what with mathematization
characterizing almost every branch of knowledge and problem sowing in almost
every sphere of human Endeavour through mathematical modeling.

1.2.3 Mathematics Education in India

Before 1950’s most of mathematics courses in schools in many countries

stressed the development of basic computation skills. During late 1950’s and

7
1960’s new mathematics was introduced. New mathematics is the way of teaching
mathematics that understanding concepts rather than memorizing rules, performing
repetitions and drills. Afterwards more stress was given for problem solving and
computational skills.

Many mathematicians of 1900’s have shown concern for philosophical

foundations of mathematics [Vol.13 the world Encyclopedia page 255, 1992 world
Book]

Ever since the introduction of formal education in human society,

mathematics has occupied an important place in the scheme of studies, quite
recently, mathematics has been lifted into greater prominence than ever before, in
the words of Indian Education Commission 1964-66, ‘at no time has the
significance of mathematics has been greater than to-day’.

The importance of mathematics is significant not only for an expert

technologist but also for the common man. The most sophist technology besides
the needs of common man in respect of rates, taxes, insurance, savings and
interests all require, the knowledge of mathematics.

Success in the solving mathematics problems is not possible without the

use of creative powers of the minds. Mathematical study trains the faculties of
discovery and invention. The solving of a mathematical problem is accomplished
on the same lines a the of an invention for a human being to conduct
himself/herself successfully in the society, individual conceptualization, logical
analysis in their day to day living.

Even though we recognize mathematics as an area in which, Indians have a

rich tradition, it is very hard to concede that mathematics as a strong area in our
school curriculum. As elsewhere it is one of the most disliked subjects in India
agree mostly that the mathematics curriculum in Indian schools are for
representative subject area and also in terms of their presentation and sequences.
The scientific nature of the subject has been completely lost, the integrated
knowledge required of the subject has been completely ignored. Despite a number

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of attempts at modernizing mathematics curriculum in different Indian states, it is
difficult to concede that the curriculum has been brought in line until modern
requirement. In general the mathematics teaching in India is not in an appreciable
manner on the whole.

Indian mathematics classrooms are characterized by a high degree of

inefficiency leading to low achievements. The vital subject like mathematics is a
very grave short coming at present which educationalists cannot afford to ignore.
The country spends a sizable part of its revenue on education. Naturally the
country expect every child to achieve the maximum.

Mathematics is a cultural based subject for development of values not

examination oriented subject. If a person possess on ability for logical thinking and
somehow acquires an interest in math, then he will be able to success fully in it.

Math education needs to equip nation’s youth to meet the challenges of the new
economy. The value in building a mathematically literate society and hope for a
strong mathematical elite that can shape the knowledge economy of the 21st
century.

Since India is grappling with problems of endemic poverty, and even

universalizing education is a challenge the landscape of math education in India
calls for a very broad vision to encompass and comprehend. India wants every
child to learn mathematics and enjoy it. Free and Compulsory Education Act came
into force in India recently 2010, which implies the right of every Indian child to
quality mathematics education as well.

The linguistic and cultural diversity of the Indian subcontinent

accommodates a range of voices and approaches, and offers multiple way of
approaching mathematical experiences. Curricular and pedagogic processes are not
locally shaped, and the state educational authority is as remote as the central
government from the viewpoint of a school, while this enables curricular
homogeneity, it tends to stifle local pedagogic ingenuity. There are 43 boards of
school education operates in the country. For school education, National Council

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of Educational Research and Training (NCERT) is the apex body for curriculum
related matters, but except the Central Board of Secondary Education (CBSE) for
which it designs curricula, its role is largely advisory vis a vis the other Boards of
education.

Educational administration in India, and mathematics educators are deeply

aware of the injury such attitude can bring to children’s education. The central
change of Indian education is dealing with the metaphorical triangle of quantity,
quality and equality. Especially relevant to math education, is lack of qualified and
committed teachers. No system can rise above the quality of its teachers, and
content knowledge of mathematics is crucial for mathematics education, nearly 43
percent of teachers in India in elementary education do not possess a college
degree of any kind, let alone in mathematics.

Mathematics being a compulsory subject of study, access to quality math

education is every child’s right with less drill and more comfort. In rural areas
preconceptions such as mathematics being “unnecessary” for girls can be observed
even among teachers.

1.2.4 Mathematics at Secondary level education in Tamil Nadu

Everybody needs some knowledge of mathematics in one way or the other.

But it is felt that for an ordinary man, the knowledge acquired during the primary
and middle stage will suffice. Consequently there is a great controversy over
making it optional or compulsory at the high school stage. It is also believed that
mathematics is an exceptionally difficult subject in ability and intelligence and
therefore everybody should not be burdened with the study of this tough subject.
Everybody is not able enough to learn it successfully so references are made to low
pass percentages in this subject in examination. But it is well known fact that
mathematics is a very useful subject for most vocations and higher specialized
courses of learning.

At the university stage most of the physical and social sciences require the
application of mathematics. To deprive the students of the knowledge of this

10
subject at the high school stage means narrowing the choice of vocation for him.
Ignorance of mathematics will be a great handicap in the progress of his studies in
many other subjects. Its study will benefit him to a great extent. High school
education will remain incomplete and incomprehensive, if mathematics is excluded
from it. No other subject can be a substituted for mathematics.

Educationists have begun to feel that education up to the middle standard is

not sufficient for the citizen of today. The period of compulsory education needs
extension from the middle to the high school standard. Naturally on the extension
of the period of compulsory education from 8 to 10 or eleven years, mathematics
will have to be retained as a compulsory subject for a longer duration of
compulsory education. The question of making it optional at secondary stages will
not arise at all.

One should not forget that during the age of education, mathematics was
one of the three, rather two subjects of studying. There can be no true schooling
without mathematics.

Arithmetic was first introduced in the elementary school curriculum during

the colonial period. It took its place in the instructional program as a separate
subject. Until the 1930’s there was little questions regarding the place of
mathematics in the elementary curriculum. During the 1930’s however studies
were made to examine the effectiveness of arithmetic learning as a part of the
activity curriculum advocated during what has been termed the ‘progressive
education’ era. The activity curriculum was supported by those who believed that
all areas of school progress could be taught in relation to a major activity, project,
or center of interest. The pupils who followed the arithmetic achievement were
feeling more favorable compared to the pupils who followed the formal
curriculum.

Educationalists generally agree that arithmetic should be taught separately

in order that attention may be centered on the understanding as well of

11
mathematical insight and on the application of arithmetic I the solving of socially
significant problems.

The present study as indicated earlier has been aimed to identify the
mathematics phobic students in high school. The special reason for confirming the
study to math phobia and influencing factors has also been indicated. But a number
of other factors peculiar to Tamil Nadu educational scenario that stimulated the
present study need to be educated

Tamil Nadu state is one of the most advanced states in India in respect of
educational attainments. The literacy rate of the state is 73.47% the investment in
education is by far the highest for the state.

1.2.5 Prevailing Position of Mathematics Education

The schooling are familiar unit exam math with its single answer response
for which training is given by rule and drill model based exercises and readiness
tests routinely and frequently held. Every school you get exposed to the
computational and manipulation skill in mathematics but rarely is mathematics
presented as an avenue for appreciation of beauty and power as seen underling
though patterns, relation and structures. Math educator decry this state of affairs
that deprives a learner of developing insight into mathematical ways of thinking,
there is pronounced resistance to change and innovation particularly at the school
level, primarily level for that matter as the teachers are products of this system and
parents have no knowledge of tremendous changes that are taking place in
mathematics education.

The situation is aggravated by lack of professionalism on the part of

working teachers as administration at all levels is geared to exam preparation and
exam coaching, with guides and tuition center, patronized by parents. Practically
nothing is done to promote professional growth of math teachers. There is no
climate for mathematics outside the class room. Mathematics gets stunned from
schools festivals, family life and social life events. This is all continuation of the
past. Even the periodicals are reluctant to cover articles of mathematical interest as

12
the person who opt out for journalism are allergic to mathematics. Mathematics is
not of readers’ interest. This is crass pandering to the preventing tastes of people
and not their development. When mathematics is the only subject with which
phobia is associated, this suicidal attitude is understandable if not deplorable. Even
the schools that publish magazines, souvenirs continue to suffer from this malaise.

1.2.6 The Psychology of Mathematics Learning

Many researchers in mathematics learning have been continuously

interested in the factors facilitating in debilitating mathematics learning from the
individual factors extending to mathematics educational factors, such as the
curricular techniques and assessment factor. Recent researchers have contributed
and amassed data on the individual and social factors involved in learning
mathematics.

The aim of the mathematics researchers to enhance mathematics in the

direction of professionalization made them to continuously work on the relevant
areas contributing to mathematics learning. The National Council of Teachers of
mathematics in the United States has spent decades of research in this direction.
The outcome of it had been in realizing the multidimensional contribution for
mathematics education. It was Schoenfeld (1992) who has indicated mathematics
to be an inherently social activity and a living subject. (Reshaping School
Mathematics, National Research Council, 1990a, as quoted by Schoenfeld, 1992.).
The movement of understanding mathematics and mechanical skill approach to
social scientific approach. As a result, the education researchers started thinking on
various attributions of mathematics learning proficiency and deficiency. This has
led to the objectives by educators as presented below:

To train student to “think creatively”

To provide potential teachers for mathematics.

To identify proper techniques of understanding.

To diagnose disabilities of learning mathematics.

13

To provide remedial methods for corrective and proper
understanding (Adapted from Stanic and Kilpartic, 1989, as by
Schoenfeld, 1992.)

Even during the seventies, psychologists such as Cole (1997) have

contributed for a psychological framework of analysis for the understanding of
mathematics learning. As a consequence, education researchers have brought forth
findings with regard to individual factor and social factors, sometimes a
combination of the two as explanation for mathematics performance. The
individual factors have been on the cognitive predispositions and anxiety
predispositions (Schaefer and Mc Dermott, 1999 and Coates, 1997). Some of the
studies have concerned themselves with the intervening variables such as the
extent and nature of syllabi, the styles of teaching and potential of teaching (Moss,
1991). Researchers have also concerned themselves with gender and cultural
differences. Thus, the psychosocial variables have also been given equal
importance especially in understanding of learning difficulties in mathematics.
Educational psychologists have postulated that several factors influence students’
performance in mathematics in addition to the technical aspects of entry level
knowledge and present knowledge input (Cocking and Chipman, 1988).

They found bilingualism, intellectual skills and teacher attitudes and skills
to be mostly important for mathematics achievement. In fact, they have gone to the
extent of indicating that mathematics achievement is heavily dependent on the
school or classroom inputs. They have also pointed out the equal significance of
parental assistance in mathematics competence and incompetence.

Some of the researchers in mathematics have indicated single factors to be

significant in understanding mathematics learning. These include the studies of
Nolen (1988), Blumenfed (1991), and Pressley (1992) and Sansone and Morgan
(1992). Some of them have also described competence in mathematics to be highly
related to motivation. These are Gelman and Greeno (1989), Li and Adamson
(1995) and Middleton, 1995. The theory put forth by Schiefele and
Csikszentmihalyi (1995) has indicated a clear explanation of mathematics

14
experience and achievement in terms of significant interest, motivation and of
course ability. They have suggested that these factors could often be used as
predictors of student’s achievement in mathematics.

The value of teachers enabling and inspiring such motivations have also
been dealt with in detail by many researchers, the studies on these lines have been
exhaustively reported in the second chapter on review.

1.2.7 Steps to become expert in mathematics

 Along with enjoyment find some time (at least 2 hour) to revise the
previous lessons. If there are any doubts, clear it immediately with the
help of friends (take the help of the internet). If this done with revision,
take a break for 1-2 days (don't be too happy there is more to it).
 Concentration - This is the most important part that should be taken
care of while dealing with math. Be careful don't let the mind wander in
class. During class hours, clear the mind and only concentrate on the
topic. Don't get distracted in any manner. If in case friends are too
distracting find another good spot which is comparatively silent.
 Take notes- In class have a special notebook for math. Note down all
important mathematical ideas which have been discussed in the class. It
would be great to write down every word that the teacher said, but that
is virtually impossible. Take special care to ensure that the notes are
legible and understandable, but try to write quickly, leaving out short,
meaningless words. If the teacher is nice enough to point out what
specifically will be on the test, use that as an advantage.
 Clarify doubts- Doubts should be cleared immediately. But try not to
disturb the class or the teacher while clarifying the doubts.
 Don't fall behind in class - In math, the lessons build on top of one
another, Try to be disciplined about doing math homework, and pay
attention in class. Make a habit of these things, the class will seem
generally easier.

15
 Get a study partner- Find someone in the class who cares as much about
doing well in the class. Make a habit of getting together to do the
homework, or talking about the homework on the phone. Math can
seem less scary when solved with friends. In fact, when a friend is
working together to solve problems, it can be kind of fun.
 Make a routine of studying at a certain time. Find a certain time
everyday to solve math. It might only be 30 minutes, but it will make a
huge difference. People don't like to change, but if a habit of studying at
time in special study place, it will be easier to sit down and work.
 Find an after-school tutor- This can be a paid tutor, or any friends.
Don't wait until getting failing grades to find a tutor, but find one at the
first sign of trouble. Don't be afraid to take advantage of any available
help.
 Stay calm- Many people suffer from "math anxiety," where just
thinking about math, gets them feeling less than confident and nervous.
This makes them put off studying and homework until it is too late.
Math can be hard to learn, or make feel bad if the mind is not come.
 Don't by heart- Studying by heart is no way to study math. To revise
improvement can be done problems discussed in class again and again.
 Make up any work that is missed is failed miserably. The teacher asks
to redo that homework assignment which was forgot about, there is no
substitute for actually doing the work. Doing old tests and homework
may also serve as a good review prior to a big test.
 Prepare for tests- Make sure what will be on each test, and practice
those kinds of problems. Ask the teacher for a sample test. Study for the
tests with confidence. Get a good night's sleep before each test.
 Don't wait until the last minute. Try studying a little bit every night
until the test. If studying is than the night before, the person probably
will forget everything and be tired and unprepared. The best idea is to
just review key ideas exam.
 Math isn't that hard. Math is not like other subjects such as English and
science or other languages. It isn't a subject to be by hearted, it needs

16
 practice. Practice math daily for 1 hour. Concentrate and pay attention
on solving math and understand what math really is.
 Don't use calculators to do math homework. Calculators should be used
only to check the answers. Calculators isn't the brain that is thinking to
do the problem, the calculator is doing the whole job. If use of
calculator, it is hard to become good at math. Unless it is geometry like
finding the angle of a triangle or finding the root of a large number.
 Websites to learn math check out these awesome and interesting easy
websites to learn math and to use math tips. homeschoolmath.net,
letsplaymath.net,www.math.com,http://bcmath.ca,http://letsplaymath.ne
t, http://mathcs.slu.edu - These websites are very useful.
 Always do homework on time. Do them right after the class when the
lesson is still fresh in the mind. These are a great ways to practice math.
 Learn the tables at an early age. Multiplication tables are very important
during higher classes. It is better to learn them by understanding o
multiples at an early age at least 1-11 tables.
 Learn and remember formulae. Formulae are really important during
solving problems. If forgotten, the whole lesson might be of no use. So
it is important to learn formulas through practicing and not by heart.
Don't just learn the formulae; but understand how the formulae had
originated.
 Math might be easy if understood. Understand what each lesson is
trying to tell about. Algebra consists of only using mathematical
language to find a number. Negative numbers are just below zero and
need a minus sign. Geometry is just to draw some figures. All these are
just simple. learn each lesson completely without any doubt and
understand everything.
 Take it easy and learn it easy – Math is fun through games internet, and
activities with friends and companion. This is an interesting and fun
way to learn math. It creates interest in math of all the other subjects.

17
1.3 Learning Mathematics

Mathematics learning is a perception of patterns, and complementary

identification through numerical calculations. It is a skill based on inductive and
deductive numerical identification and estimation.

1.3.1 Importance of Learning Mathematics

The great need to bring science closer to the relations of life and
simultaneously to rise its qualities – basically in terms of the quality of life through
required by Assignments, the inculcation of scientific method and disciplined
procedures of investigation and experiment and the stimulation which is provided
for extracurricular reading and research has obliged educationists to think about the
methods of mathematics.

We live on a measured world of time, space, and mass. Value of the history
of man reveals the necessity of counting, measuring, weighing and drawing all
aspects of the environment. Qualitative science soon became quantitative with
phenomenal advancement. These basic necessities, derived requisites, means of
comfort, convenience, and progress require mathematical knowledge and skill in
planning and designing. In the production and calculation of microcosms and
macrocosms, mathematics acts as an integral part of the universe where every
aspect is quantitative. Hence learning of mathematics is imperative.

Mathematics measures from the thickness of a hair to girdle round the

earth. It also measures, predicts events, defects, causes and helps the growth of all
sciences. It is an imperious queen of science, direction, discovery and it is the most
faithful servant which helps the accurate measurement of social sciences, arts,
crafts and skill of every description. We depend on mathematics for progress.
Economists, Chemical scientists, astronomers and atomic specialists have to study
and use a great deal of mathematics.

It is basic to all school subjects. Historical maps and charts, geographical

latitudes and exports, chemical formulae and grammar, language, in short all

18
subjects require mathematical calculations. Co-curricular activities and projects,
parades and celebrations cannot be conducted without using mathematics.

Mathematics is a universal language. The existence of different languages

has caused a barrier between people of different tongues, but language of numbers
denoted by first figures and common notations, symbols and certain constants,
combined with the inherent properties of geometrical figures, barriers and creates
bonds of friendship among nations. (Jamuna 2000)

Vocations, profession, administration and industries and all institutions, use

a good deal of mathematics. Farmers, doctors, engineers, clerks, printers, painters,
tailors, chemists and mechanics scare or fail in their profession by their lack of
skill in mathematical computation, each detail of their vocation needs
mathematical precision and predictions.(R.Vasanthi 2000).

1.3.2 Problems in Learning Mathematics

Unless the students have developed a proper attitude towards learning

mathematics it is difficult for them to study the subject and become a good
achiever in mathematics. Besides this another difficulty for learning of
mathematics is understanding usage of symbols. If the students do not understand
the symbols properly, solving mathematical problems will be very difficult.

If we complete first step then only we can continue the other steps. If they
are struck on this step, they cannot continue other steps. It is also one of the
barriers of learning mathematics. The teacher must teach step by step because the
students should understand the relevance of each step. Then the students have to
use their thinking to solve the problems. Therefore their intelligence also plays an
important role.

Institutions do not encourage improving the knowledge of mathematics.

Institutions and teachers concentrate more on the mark oriented teaching only. So
the students do not get the real knowledge of mathematics. If we make the

19
students to participate in the mathematics club and competitions in mathematics;
they will get the interest to learn mathematics.

1.3.3 Reasons for Poor Learning in Mathematics

The first and the most important thing is poor teaching. Teaching is often
ineffective because it is inadequately planned and sometimes exhibit violations of
the laws of learning. Some teachers are poorly motivated. Some teachers teach the
subject (mathematics) rapidly without giving time to think. Some teachers ignore
the fact that pupils are individuals with varied back grounds, talents, and interests
and attempt to teach every one the same material, the same rate, in the same way.

For any effective learning or teaching it is suggested that the student-

teacher ratio should be 1: 20. For practical reasons it may be around 30. However
generally in each class more than 40 students are admitted. In a large class-room
having more number of students, one may find difficult to follow the teachers
owing to a lot of distractions in the class by their own peers’. Therefore in a large
class-room, students could not have the congenial atmosphere to learn
mathematics.

In the lower middle class and in the lower class families, provision for
mutual discussion, opportunity for variety of language usage, and one to one
contact among the family members are totally absent. The children from such
families, are deprived of the opportunities to develop the language skills and basic
numerical abilities. Because of this, children from poor family back ground are not
in a position to develop their basic skills needed for mathematical computation.

Lack of encouragement is also one of the reasons for not learning

mathematics. Love for mathematics is to be shown in the young minds in the
beginning itself. It is not done; mathematics is viewed as a problematic subject
as such to be discarded. The lack of encouragement is a major reason for the
development of negative attitude towards mathematics among the students.

20
1.3.4 Factors Influencing Learning of Mathematics

Figure: 1 Factors Influencing Learning of Mathematics

Problems

Teacher

Subject Techniques

Individual Ability and

Effort

The individual or the pupil should be actively involved in learning

mathematics. The cognitive processes involved here are listening, remembering,
understanding and performing. Listening forms an integral part of learning which
will have to be interactive. That is, teacher to student and from student to student.
The student also requires activating his efforts in this process, in order to make his
learning meaningful. (Brownell, 1935, Cobb, 1988, Fennema Peterson, Carpenter
and Lubinski, 1990 and Buxton, 1991).

The subject will refer to what mathematical knowledge should be learnt and
at what age. The mathematics educators have divided the knowledge into two
categories. One, the conceptual knowledge and two, the procedural knowledge.
Therefore, the subject recommended at any point of time in mathematics
education will have to establish integration between conceptual and procedural
knowledge (Hiebert and Carpenter, 1992). The mathematics researchers associated
with National Council of Teachers of Mathematics, 1991 have categorically
established that what the student learns is fundamentally linked with how he learns.

21
 The importance of the techniques of teaching mathematics has thus been
established by mathematics researchers over a period of several decades. The
principles of graded learning process have thus far been emphasized in
mathematics education.

The significance of teacher is also equally emphasized by the theorists

explaining mathematics learning. This includes the competence of the teacher to
effectively communicate and her attitude towards the subjects (Renga and Dalla,
1993). The power of the message sent by the teacher plays a heavy emphasis on
the students’ level of confidence in comprehending and performing mathematics.
Researchers like Koehler and Grouws (1992) have stated that the mathematics
classroom greatly influences how a subject should be valued which depends on the
teacher attitude and student attitude.

The most important aspect of psychology emerges from problems

associated with mathematics learning. Anxiety has been quoted as the most
significant problem in understanding and performing mathematics. Researchers
have amassed data on this single factor of mathematics anxiety popularly referred
as ‘Math phobia’, a fear of mathematics or intense negative feeling towards
mathematics. The symptoms of such anxiety are reflected on poor performance and
dislike for the subject. Temperamentally the student reflects insecurity, fear of
failure, ridicule and so on. Researchers such as Renga and Dalla (1992) have
shown how math phobia could be explained through the inability of the student as
well as how the subject is being taught in the classroom. Hard and Walker (1993)
have indicated several methods of reducing and preventing this mathematics
anxiety through proper facilitative classroom environment.

Thus, the understanding of mathematics education and researches amassed

over a period of fifty years have brought forth relevant information and the need
for a multi dimensional approach in planning for effective mathematics education
(Reys, Suydam and Lindquist, 1995).

22
1.4 Phobia

Extreme and irrational fear of a particular object, class of objects, or

situation. A phobia is classified as a type of anxiety disorder (a neurosis), since
anxiety is its chief symptom. Phobias are generally believed to result when fear
produced by an original threatening is transferred to other similar situations, the
original fear often being repressed or forgotten. Behaviour therapy can be helpful
in overcoming phobias, the phobic person being gradually exposed to the anxiety-
provoking object or situation in a way that demonstrates that no threat really exists.

1.4.1 Mathematics Phobia

Vanessa Stuart, “Stated Mathematics is like a sport; 90% mental one’s

math confidence – and 10% physical – one’s math competence in performing
mathematical skills.

The technical usage in psychiatry to construct words that describe

irrational, disabling fear as a mental disorder. In common usage they also form
words that describe dislike or hatred of a particular thing or subject. Phobia relate
to psychiatry which studies serious phobias which disable a person’s life.

The condition often significantly impacts the quality of life. It can cause
panic attacks and keep people apart from loved ones. Symptoms typically include
shortness of breath, rapid breathing, irregular heart beat, sweating, nausea, and
overall feelings of dread, every one experiences in their own way and may have
different symptoms. Drugs don’t cure, it temporarily suppress the symptoms
through chemical interaction. The unconscious mind creates a protective
mechanism.

Phobia is a psychoneurotic reaction with irrational fear. Math phobia is the

neurosis of functional disorder, less severe than psychosis occurring in an
individual. It is an uncontrollable irrational fear, generally of a morbid on even
pathological character of mathematics subject

23
 Lott Says “Students should be taking more math classes, not fewer and if a
student has some kind of block against math, the school should try harder to reach
that student”. All need a certain amount of math literacy to function in the world,
and that must come from the school.

Math phobia is obsessive, inadequate emotional experience specific fear

felt by the mathematics in a definite situation and accompanied by negative
dysfunctions like tachycardia, palpitations and abundant sweating. Generally,
phobias are observed in neurosis, psychosis and organic brain diseases, where
psychosis is a state characterized by sever disorganization of the personality and
loss of a sense of reality ie, the inability to discriminate between subjective and
objective words.

It is a feeling of anxiety that stops one from efficiently tackling

mathematical problems. This negative aptitude stops them from focusing on the
math subject which they are tackling. Before math exams they start to get nervous
as they are not prepared. Some even learn and understand math but during the time
of the test fear clouds their minds and they are not able to perform well. This
increases the speculation in their minds that Math is too tough for them. The
important thing is that one must focus, remain calm and avoid getting frustrated.
Taking the help of an adult may help too. Math Phobia is an emotional condition. It
may be the result of several negative experiences in the past. It can be overcome by
controlling anxiety, improving math skills and having a positive attitude.

Math phobia is not permanent condition; it can be overcome with the

patience of an experienced and enthusiastic teacher, parents, therapist, minimal
amounts if success with math concepts gains, the anxiety usually abates.

In nutshell, Math phobia is the persistent, illogical, intense fear of not

succeeding math. It is the belief that one is unable to handle the difficulty
associated with learning math, an inability to the successful in mathematics is
inherited from ones parents. Peer’s and teacher’s attitudes towards gender and
ethnicity may alter one’s confidence in mathematical skills. The methods used to

24
teach mathematics skills may affect whether a student feels successful and
develops mathematical self-confidence. Family and peer attitudes may positively
or negatively influence student’s attitudes towards math, which in turn affect their
level of confidence.

1.4.1.1 Factors affecting Math Phobia

A) Self-Confidence

Mathematics is a highly valued discipline in school, and therefore, pupils

experience success in mathematics is important. It has been observed, that pupils
beliefs on mathematics and on themselves as mathematics learners have a central
role in their learning and success in mathematics. The importance of beliefs in
mathematics education is in concordance with the constructivist understanding of
teaching and learning. Mathematical beliefs can be divided into four main
components: beliefs on mathematics, beliefs on oneself as a mathematics learner,
beliefs on teaching mathematics (eg. Lester et al. 1989)

Mathematics can be described as a combination of calculation skill and

competence in mathematical reasoning, but neither of these alone characterizes
mathematics. There is much research evidence that many pupils learn mathematics
as a symbol manipulation without meaning. mathematical understanding can be
distinguished from the neighborhood concepts ‘still’ and ‘knowledge’, for example
as follows: mathematical knowledge answers the question ‘how’ which includes,
for example, the traditional calculation skill. Only mathematical understanding
answers the ‘why’ question; it allows one to reason about mathematical statements.
Another view perceives mathematical understanding as a process that is fixed to a
certain person, to a certain mathematical topic and to a special environment.
(Hiebert and Carpenter 1992).

Several studies have shown that beliefs about oneself have a remarkable
connection with success in mathematics (e.g.g Hanulla and Malmivuori 1996,
House 2000). However, to establish a casual relationship between self-concept and
achievement is more plobamatic. In a literature review, Linnanmaki (2002) found

25
out that in some studies no evidence for casualty could be found, in other studies
evidence was found for the casualty from self-concept to achievement, while yet
others found evidence from an opposite direction. The seemingly contradictory
results indicate a development trend, where causality is mainly from achievement
to self-concept during the first school years, it changes into a reciprocal linkage for
the latter part of the comprehensive school, and in the upper secondary school level
the casual direction is from self-concept and achievement (Chapman, Tunmer and
Prochnow 2000). In her own study on self-concept and achievement in
mathematics, Linnankaki (2002) found evidence for this developmental trend in
mathematics for grade 2 to grade 8 pupils. Looking at a more broadly defined
concept, attitude, Ma and Kishore (1997) synthesized 113 survey studies of the
relationship between attitude towards mathematics and achievement in
mathematics. The casual direction of the relationship was from attitude from the
achievement. Although the correlations. Although the correlations were weak in
the overall sample, they were stronger throughout grades 7 to 12, and in studies
that had done separate analysis of male and female subjects.

Gender differences favouring males in confidence in mathematics are well

recorded. Differences among teenagers have been reported, for example, by
Hoblin(1994), Hannula and Malvivuoui (1997), Pehkonen(1997), and Leder
(1995). Vanayan et al. (1997) reported that already in 3 boys estimated themselves
to be better in mathematics then girls. In mathematics achievement the results on
gender differences previously favored boys (Husen 1967). In more recent studies
the gender differences have decreased and in many countries disappeared
completely (Beaton et al. 1997). However, robust gender differences are still
found, for example, in some task on infinity (Hannula et al. 2002) and fractions
(Hannula 2003)

B) Achievement in Mathematics

Reformed mathematics education adopted the view that knowing mathematics

is identified as “doing” mathematics and learning mathematics is equivalent to
constructing meaning for oneself and the ability to handle non-routine problems.

26
The development of problem posing competency is generally recognized as an
important goal of mathematics teaching and learning; it lies at the heart of
mathematical activity (Crespo, 2003; English,1997). In this context, problem
posing comprises a primary factor that contributes to enhancing students ability to
solve mathematical problems. Moreover, from a teaching perspective, problem
posing reveals much about the understandings, skills and attitudes the problem
poser brings to a given situation and thus becomes a powerful assessment tool.

Many researchers have reported a positive relation among problem posing

ability and mathematics achievement (English, 1998; and silver, 1997) as well as
between problem posing and problem solving ability (English, 1998; Silver and
Cia 1996). A possible relationship between efficiency and ability problem posing
would enrich our knowledge about the connection among effective and cognitive
factors, with obvious implications in teacher education and teaching. The purpose
of this study was to explore relationships between elementary school student’s
efficacy beliefs in problem posing, their problem posing ability, and their
achievement in mathematics.

c) Hemisphrericity

Hemispericity is the cerebral dominance of an individual in retaining and

processing different modes of information in his own style of learning and
thinking(venkatraman 1989).Researches conducted during the last two decades
have shown that the human left cerebral hemisphere is to be specialized for
primarily verbal, analytic, abstract, temporal and digital
operations(Bogen,1969,Gazzaniga,1970,Ornstein 1972).The same investigation
revealed that the right cerebral hemisphere is to specialized for primarily non-
verbal holistic, concentrate, creative, analogical and aesthetic functions. The
specialized functions of each hemisphere appear well lateralized and established
early in life(Kinsbourne,1975)and barring special intervention or insult, continue
essentially unaltered through out the normal life span(Zelinski and
Marsh,1976).For identifying the hemisphere dominance, the ways in which and the
hemisphere dominance, the ways in which and the levels at which the information

27
is being processed by the individual are to be studied. Tools have been developed
to study the “style” of learning and thinking and hence it would be possible to infer
the dominance of an individual.

Hemisphericity is the cerebral dominance of an individual in retaining and

processing modes of information in his own style of learning and thinking.
(Venkataraman 1989). Researchers conducted during the last two decades have
shown that the human left cerebral hemisphere is to be specialized for primarily
verbal, analytical, abstract, temporal and digital operations (Bogen-1969,
Gazzaniga-1970, Ornstein-1972). The same investigations revealed that the right
cerebral hemisphere is to be specialized for primarily non-verbal holistic, concrete,
creative, anagogic and aesthetic functions.

The specialized functions of each hemisphere appear well lateralized and

established early in life (Kinsbourne-1975) and barring special intervention or
insult, continue essentially unaltered throughout the normal life span (Zelinski and
Marsh – 1976). For identifying the hemisphere dominance, the ways in which and
he levels at which the information is being processed by the individual are to be
studied. Tools have been developed to study the “Style” of Learning and thinking
and hence it would be possible to infer the dominance of an individual.

Learning theory based on Hemisphericity

The Learning theory based on Hemisphericity structure and function can be

actuated as long as the brain is not prohibited from fulfilling its normal learning
processes. Hence activation of the hemisphericity of the exceptional children,
namely gifted children, slow learners, juvenile and youthful offenders etc., can be
altered by applying appropriate Hemisphericity activation technique. Indeed
learning can be enhanced by challenge and inhibited by threat.

The Learning theory of Hemisphericity postulates that the brain processes

information both as gestated way and in consensus manner simultaneously. In the
brain the learning engages the whole physiology and hence it acts as a parallel
processor to perform several activities at a time, like reading and writing; tasting
and smelling etc.

28
 Learning involves both conscious and unconscious processes and includes
both focused attention and peripheral perception. Each brain is unique. The search
for meaning is Innate and hence it comes through patterning. Emotions are critical
to patterning.

There are two types of memory, i.e. spatial and rote, it is understand best
when facts are embedded in natural, spatial memory.

Thus the core Principle of Hemisphericity based learning theory suggests

that, activation of Hemisphericity in exceptional children highly possible and
flexible for development of Beyonderic traits and inculcation of value oriented
concepts in the minds of the children.

Most people are somewhat flexible in their use of styles and they try with
varying degrees to adopt themselves to the stylistic demands according to situation.
This is because mind plays a flexible role in accomplishing variety of tasks. It is
therefore important for the parents and the teachers to understand the nature of the
student’s mind and its functions in different styles of learning and thinking
(Venkatraman, 1989).

1.4.2 Conquering math phobia

Acknowledge the math anxiety. As with most phobias, the first step to
treatment is admitting the problem. Having math phobia in itself does
not make a bad person but not dealing with it will affect the life
negatively.

Revise the study habits while believing one can’t do math has probably
affected the way of study, changing the way of study of math may
change the attitude about it. Solving the problems in groups can
sometimes help to understand the concepts better than doing alone.

Use the way the homework in structural to advantage. Work the easier
problems first and work the way through them more difficult ones.

Treat a math test the same way as math homework technique. Ease the
math anxiety about a math test, if approach it with a proper plan and the

29
 students realize that test is only to measure how well they learned the
concepts. Study regularly instead of trying only the night before.
Student should not be nervous before the test.

Student must perceive the concepts of mathematics in their own way of
understanding and realize.

Student should not by heart the formula instead understand it their own
way.

If the student enjoys the beauty of math, they easily conquer the math
phobia.

Abstract concepts must realize only by hands-on-experience, which
helps to realize the take – off experience.

1.4.3 Mathematics phobia: Causes and Remedies

Many people enjoy math at school and out of school as well. Some of us
will probably use mathematical language comfortably. Many of parents will teach
children to understand basic concepts such as counting numbers and simple
fractions at a young age. Many children do enjoy Math like anything. And some
have problems, when Math graduates to complex fractions. But unfortunately, a
large section of the population found school math so confusing and so distressing,
that they avoid anything remotely mathematical. Though fear of math can affect
anyone, a certain research found that especially women and people of colour tend
to drop out of math or even opt out of careers that would involve having to do a
minimum of math, such as the mandatory math or stats courses in science,
medicine, commerce and even social sciences. Mathematics is more often widely
recognized as a problem area. In many parts of India, maximum failures at
matriculation are in mathematics. And mathematics is compulsory for
matriculation. As a consequence every child who enters the educational system has
to study it till the matriculation level.

Mathematics is a discipline which deals with the logic of quantity and

shape and arrangement. Moreover it is the underlying structure of the world, which
is see in patterns, shapes, quantities and intelligent guesses. Math when presented

30
in the classroom or in a textbook is often a formal, precise, and disciplined step by
step progression to a logical conclusion. But according to Experts these are
completely artificial, complex methods, compounded to give students practice in
applying algebraic code. The reason they are artificial is the difficulty in finding
actual problems in everyday living that require algebra

There is a need to understand the concepts of numbers and quantities

because we require it for our daily routines. The lives are governed by Time and to
understand Time Math is needed. Math is all around us. It has been seen patterns in
art and music. Businesses need to make intelligent guesses or estimates of how
much something is going to cost, how many people need their products, how fast it
is going to sell. The need to keep track of our bank accounts, and ensure not spend
more than our income. Our activities like baking cakes, decorating a room etc. are
based on the Quantity and Time required which again requires math. The need to
study calculus and higher algebra, trigonometry and complex arithmetic such as
long division, Probably is not needed. Unless to study higher math, there is no need
to know any of these things. So even if failed in math years ago and have forgotten
everything learned at school, don't need to worry. As basic Math which is going to
be the most used anyway.

1.4.3.1 Causes of Phobia in Math

Inherited Trait - In observation students assimilated more complex concepts and

skills that they used in daily life and they simultaneously failed to assimilate
relatively simple concepts which they encountered in formal mathematics. It was
clear that this is concerned with the absence of opportunities to learn formal
mathematics in a natural way at home of the child. In fact the interactions within
the family and members tend to prepare a child to dislike mathematics as either
one or both or some family member itself hated math. This trait gets picked up by
the child even though he may be good at math.

Community Influence - Most of us look at mathematics as a subject which is too

formal, it is required for calculations or for taking higher courses. This negative

31
repute makes the subject appear dry and utilitarian to children. Every one talks of
neighbors and other relationships between individuals but do not describe number
work as finding relationships between numbers. Social interactions in society tend
to prepare the child to dislike mathematics through assigning, time and again, a
variety of negative adjectives like dry, difficult, boring, etc. to describe
mathematics in general.

Low Self Esteem - A student’s brain makes a high speed microsecond evaluation
of the word problem and declares it as “nonsense.” It does not make sense. Then
the brain makes a secondary evaluation - The Teacher and other students are
comfortable. Hence, only geniuses are capable of creating or understanding
formulas and equations

Lack of Analogies - Analogies play to the right brain and are exciting because
they are enable to understand it in the very first exposure of any concept in any
field. The left brain answer is 100 million years. The student can memorize the
answer and get a perfect score on a test with absolutely no understanding. If an
abstraction can be converted into an analogy, any student can “catch the
instructional ball when the instructor pitches it.” Most students can get it in the first
exposure without memorization and without stress. In mathematics, analogies are
rare in print and even rarer in the classroom.

The absence of analogies means that students are confined to using half the
brain, and usually it is the wrong half. By imprisoning students in their left brain,
people mystify them with one abstraction after another. Since there is almost no
brain switching from one side of the brain to the other, the result is Negative brain
instruction. All of this produces an understandable avoidance reaction to math.

Fictitious Fear - The Image students have of mathematics and mathematicians is

most certainly fictitious. Math textbooks and classes represent a “homogenized”
view of mathematics that in no way showcases the exciting stories of how
discoveries are made. The stories are the romance of mathematics which should
come first to inspire students so they are ready and eager to continue exploring the

32
mysteries of mathematics. Students watching mathematicians perform in the
classroom come away with the illusion that mathematicians are precise, formal,
and accurate dispensers of absolute truth. The reality is that professional
mathematicians are imprecise, indefinite game players who draw with numbers and
relish exploring options.

Learning disorder - Dyscalculia is a learning disorder that afflicts about 6 percent

of the population. Those afflicted with it have difficulty visualizing number
sequences and even the passage of time. A part of the brain called the
intraparietalsuclus, or IPS, is known to be important for number processing. The
IPS is important for determining how many things are perceived, as opposed to
how much of something there is. For such people, distinguishing between the
bigger of two numbers can be difficult. Dyscalculics can learn to count, but where
most people can immediately tell that nine is bigger than seven, anyone with
dyscalculia may have to count the objects to be sure

1.4.3.2 Remedies for Math Phobia

• Parents Guidance - Parents have a greater role in the child's education and they
try to provide support to their children in a variety of ways. Most of the Parents
find it difficult to help the child with mathematics as a part of the treatment of their
kids to improve mathematics learning and performance, the parents need
counseling that will change their attitude and perspective of formal mathematics as
well as an improvement in formal mathematical skills. A certain amount of time is
needed in problem solving in moderation will keep your child mathematically
healthy. Five to ten minutes of problem solving a day for a month is far better than
2hrs for three days in terms of output. Or solving 20 problems in one day gives less
learning than solving 3 problems daily for one week. This change is needed in the
work method. Also needed is to integrate formal school mathematics within home
and community and make efforts to better the perception of mathematics so that
positive adjectives will be used to describe mathematics and learning of
mathematics.

33
• Make it Exciting - Maths needs to be enjoyable for children. Certain activities
and games are adapted which can be played normally. The activities involved
jumping, running, playing cards, puzzles, creating as well as listening to rhymes
and stories etc. Running or jumping along the number line or number grid to reach
a called out number is one such activity which parents can get their children to do.
To make this more interesting, enjoyable and easy for them card games have been
designed. Similar card games have been designed for fractions and number
operations.

• Means of Teaching - There are a huge number of books and workbooks

available for school and home use. If one lacks confidence, they can always use
one of these. There are people who will undertake private math coaching if the
child wants to know more than the cope with, and there are Internet resources and
CD-Roms that do direct teaching.

• Catch Them Young - To make sure that a kid doesn't develop Maths Phobia
introduce Maths at an early age. A good and colourful maths workbooks teaches
basic numeracy. Exposure to Numbers graphically creates curiosity. At some point
your child may ask about the number symbols: perhaps spots them in a book, or
see them on houses. Talk about the use numbers and what they mean, but make
sure to explain that the numbers are just shorthand for the concept, not anything
mystical.

• Variation in Approach - Some children like to invent their own arithmetic

symbols - encourages this. If the child wants to draw a little picture to represent the
apples or elephants after each number, this is fine. This is actually algebra, which
needs to be understood at a basic level before pure arithmetic can make sense. Too
many teachers - particularly in previous years - introduce the counting numbers
and their symbols before most of the children have begun to grasp the algebraic
concepts behind numbers and the reasons we use them.

34
1.4.4 Coping with Math Phobia

Get rid of one’s math phobia may be tough but not impossible. All one
needs to do is to take a step at a time.

Do some breathing exercise daily before you started the day. This will
help calm your mind.

Work on your math skills daily and try to understand the subject.

Apply your knowledge of math in daily life

Tell yourself that math is not an aptitude that people are born with. It is
a skill that can be acquired.

Skip the difficult problems at first, instead, start with basics and work
your way up

Give yourself positive reinforcement when you get the right answer.

Ask for help from family members and friends who are good at math.

Buy math review books for the beginner and go through then at a
comfortable pace.

The importance of mathematics learning has been led a gamut of research on

the individual problems in learning and performing mathematics. This also
included communication and anxiety as important factors affecting learning in
addition to the factors mentioned earlier.

35
 When you understand
a concept, try writing

36
Take each question a
it in your own words.
step at a time; don’t
If you do not understand a
attempt the whole
lecture, see your lecturer Study in a group. This builds
question in one line. confidence as you can check
about it. They may sort the Estimate the result of any
problem immediately or calculator calculation, that you’ve all got the same
give some more information just in case you caught answer. Also you may know
in the next lecture. the wrong button. some topics they don’t and vice
Ask a colleague. They may
versa.
be able to explain the topic
to you.
Coping Strategies for MathsPhobia
Look at the notation. Do you
understand parts of it? Study any
Work out what part of a
problem sheets
Use what you understand to question is causing you
and solution
gradually ‘translate’ problems, then look at that
sheets carefully.
thewhole question. topic again.
Seek out school textbooks.
They provide long
introductions to topics and a
Practisemaths in everyday lot of practice on them.
life. You can use simple
exercises such as If you have kids, ask
Find out what it is you have them to explain their
comparing the prices of 2 Sources of help:
trouble with. Thinking ‘I can’t Study Advice Services current maths topic to
different size packs of the
do fractions’, for example, is Your lecturer you. This will help
same item.
(1)
(2)
(3)
(4)
(5)
much healthier than deciding Private Tutors both your kids and
you can’t do any maths at all. Maths textbooks
yourself to
The internet
remember the topic.
1.4.5 Roots of Math Phobias

Some believe that men are inherently better in math than women. While
historically there has been more male mathematicians than female mathematicians,
no evidence exists to show that men are innately better at math than women.
Historically, men have had better educational opportunities than women, but this is
changing.

Some believe that math is all about logic, with little to do with creativity.
Although logical thinking is necessary to work through the steps to solve a math
problem, understanding where to begin in solving the problem sometimes requires
a healthy dose of intuition. Also, be aware that music is based on mathematical
relationships, such as being able to raise a note's pitch an octave; such relationships
were the inspiration for understanding the mathematical relationships in the
physical world as a whole.

Some believe that being good in math means getting the right answer in the
right way. While the ways taught to do certain calculations are the easiest and
"best" methods, they're not the only methods. Finding the lowest common multiple
simply means you have smaller numerators to add together.

Recognize perfectionist thinking. Related to the common myths about

mathematical ability listed above are personal beliefs about one's inability to do
math. People with math phobias may believe they can't get the answer fast enough,
or that if they got the answer, that the problem had to have been too easy. In truth,
while a math test may be timed, mathematics is not about how fast but gets the
answer.

Consider the ability of the teacher who taught the children. Unfortunately,
many teachers themselves suffer from math anxiety and accordingly do not teach
math well. Such teachers usually fall back to teaching exclusively from the
textbook, relying on memorizing facts, and employing only drill and practice to
reinforce the lesson.

37
 Note that while many college education programs require future teachers to
declare and be educated in an academic specialization or concentration, school
districts may hire teachers for teaching positions outside that area of specialization.
Thus, a teacher hired to teach mathematics may not have had a great deal of
academic coursework in the subject and how to teach it.

1.4.6 Conquering Math Phobia

Acknowledge the math anxiety: As with most phobias and addictions, the
first step to treatment is admitting the problem. Having math phobia in itself does
not make him a bad person but not dealing with it will affect the life negatively.

Revise the study habits: While believing math can't probably affect the
way of study, changing the way of studying math may change the attitude about it.

Read the textbook as thoroughly: this may need to read the lesson over
several times if some of the passages are difficult or information-dense, but allow
the time to absorb the text as best.

Learn to be discerning in taking lecture notes: The goal is to understand

the lecture, not to scribble notes for the sake of scribbling notes. Take the time to
evaluate the lecture for what's important and write that down, then write down the
supporting material.

Try studying in groups. Working with a study group can sometimes help
to understand the subject better than doing everything alone. One of the classmates
who "gets it" may be able to explain it to any one in a way can understand.

Use the way the homework is structured for advantage. In most groups
of problems assigned as homework, the easiest problems come first and progress in
difficulty toward the end. Work the easier problems first and work the way through
the more difficult ones.

Treat a math test the same way as math homework almost. Other than
possibly varying the level of difficulty back and forth, the only difference between

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a test and homework is that have a more limited amount of time to complete a test
in. it can ease the anxiety about a math test and approach it with a plan.

Put the test's importance in its proper perspective. The test is only to
measure how well one learned the material in the unit it covers, not about the
overall worth as a student or as a person.

Study regularly for the test instead of trying to cram the night before.
Give the permission to be nervous before the test, so that less nervous during it.

Use limited time wisely. Don't dawdle, but don't rush, either. Take enough
time to read a question over to understand it. Knock out the easiest questions first,
and use the remaining time to work through the more difficult questions.

Show the work; it is not just being tested on getting the right answer but
on the understanding of the method used to get the right answer.

1.4.7 Helping the Child Conquer Math Phobia

Create a supportive environment for learning math. There are several ways
can foster a positive learning environment for studying mathematics, or any other
subject, for that matter:

Talk about math in a positive way. If child gets an answer wrong, have him
or her look at the problem again, without berating him or her for the mistake.
Remind the child that math skills aren't learned automatically and that everyone
learns at a different rate.

Let the child set up a study environment as he or she sees fit, within reason.
While this may not want to allow visual distractions such as the TV or Internet, the
children may prefer background music, or to study on the floor supported by
pillows instead of sitting at a desk. Allow calculators and computers for doing the
actual calculations, but encourage children to learn to set up the problem without
assistance.

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 Allow study breaks. If child is having trouble with math, working longer
at it usually won't solve the problem but will lead to frustration. Finding out what
the problem is and developing an alternate approach, however, more likely will
solve it.

Show to child the positive uses of math. Mathematics plays a role in

many aspects of life, such as cooking (ratios and proportions), sports
(scorekeeping), home upkeep (calculating quantities of building materials and
paint, budgeting), and others. Showing the practical uses of math may motivate the
child to learn math instead of fear it.

Get to know the child's teacher and the methods the teacher uses to teach
math. To help a child struggling with math, the children need to know how it's
being taught in his or her classroom. It may be that child needs more attention than
is possible in the classroom, or child may learn math better if taught it a different
way. Discuss the matter with child's teacher, who can help the plan a suitable way
to supplement your child's education.

Familiarize with math teaching aids. In addition to the calculator and

computer, there are a number of math teaching aids to assist in performing basic
calculations, including finger calculation methods such as Chizanbop and devices
such as Cuisinare rods, Dienes blocks, and Napier's rods. Teacher must learn about
these and other methods from the website of the National Council of Teachers of
Mathematics (NCTM) and other sources.

Support the positive aspects of math with games, puzzles, and humor.
Coupled with math anxiety is the belief that math is not a "fun" subject. In fact,
math can be fun if approached the right way.

Puzzles such as magic squares teach pattern recognition and logical

thinking while reinforcing calculation skills, and also show some of the interesting
relationships between numbers in our mathematical system.

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1.4.8 Math lab Vs math phobia

“Mathematics is king of all arts and queen of all sciences.” This proverb is
upto 20th century. In 21st century world evaluated as “math is nuclei of all
subjects”. To start with, UNESCO declared 2000 A.D as “year of mathematics”.

Now-a-days, math is considered as neither arts subject nor science subjects.

But science without math is meaningless. Even though of all importance math lab
is not introduced in the school curriculum. The various inputs to learning of math
have aimed at developing certain basic and essential skills for its use in daily life as
well as in furtherance of knowledge. The complexity of the subject seems to have
appeared in the content and the process involved in the learning of math especially
at the school level. Concepts of math are seen as difficult to understand and
appreciate. Math phobia increases the resistance of the learning process.

Motivating children to learn math with interest and involvement through

appreciation of its intrinsic worth poses a challenge to practice teaching of
mathematics and parents. The problem is to expose children to math in the
environment and help them to engage themselves in manipulating ordinary objects
to experiencing the mathematics inherent in such manipulations without resorting
to a formal study of mathematics. Children will find themselves discovering math
on their own, and that will develop in them a lifelong aptitude for math-imitative
and repetitive exercises continues to be considered respectable to teachers as it
carries the backing of tradition.

Math lab and projects have become a part of school curriculum. Many math
teachers find it difficult to implement teaching aids and projects and also parents
are unable to guide their children who study math in various levels.

Abstract concepts in math arise from the analysis of concrete situations.

To inculcate the students’ power of understanding the abstract concepts, it is
necessary to predict a result after observing an experiment repeatedly. This
observation is not the result of math, but it must be proved by a logical argument
which is known as ‘proof’ of math.

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 “Math lab” concepts can be adopted to teach many of the results of the higher
secondary school mathematics. Math teachers must observe the student to predict
the result experimentally first and then to prove or disapprove the prediction by
math methods. This “math lab” activity in math subject creates curiosity,
questioning capability and learning interesting and pleasant. After the experiments,
the students will inspired by sufficient motivation and interest among the students.

The need for adoption of strategies that provide children appropriate and
adequate experiences for abstracting ideas and finding their way to get at concepts
with long term benefits characterized by learning through self-confidence and
initiative. The rate of drop-outs and continuing math phobia among the learners,
remedial programmes cannot be successful without involvement in concrete
experiences. It is highly expected of a math teacher to arouse curiosity, to
encourage questioning and thereby make learning interesting and pleasant. Face for
the learning of the math subject increases the resistance to the learning process.
Math lab will facilitate in doing simple experiment that would lead to
empowerment of many skills among learners. They are Numerical skill observation
skill, thinking skill, analytical skill, understanding logic, skills of comparing, skills
of interpretation, problem solving skills, decision making skills, special analysis
and interpretation, life skills, skills of games, all skills could easily be developed
by using indigenous materials like paper, sticks, pins,..etc. The objective of the
math lab is to promote critical thinking and ability to approach a problem in
different ways. This inculcates the imagination of the learners so that they are
creative and contributive. It is essential that our students are exposed to think
differently and approach problems without any fear. This activities is intended to
motivate and sustain the interest level of the students and facilitate them to link
their academic performance with other related activities.

1.4.9 Suggestions for building math confidence

Reduce the math anxiety to begin to build your confidence in math

Create a study environment in total silence and for freedom from
interruption.

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Create a good class environment such that not to compromise the
vagueness in concept understanding.

The student must realize that experience that success creates success.

“Skills can be taught, but concepts must be caught” – realizing the
concepts their own way of understanding.

Students should understand the concept and enjoy the math.

The comfortability of learning while students are in listening, reading
and interacting the math.

Explore a variety of approaches to determine how students learn best.

Students have to select their learning style and practice it.

To build confidence for understanding the basics of math classes and
materials.

The time development process to learn and study mathematics.

Begin to think about how valuable math is in every ones life.

Students who believe that math will be useful in their lives tend to have
higher achievement in math and to enjoy math more.

There is always a best way to do math problem.

Math problems are done by working constantly until the problem is
solved.

1.5 Need of the Study

In twenty first century, the world stepped in to the world of science and
technology which needs more mathematical calculations and applications. The
subject of mathematics occupies a pre-eminent position in the modern scientific
era. Mathematics particularly in its modern developments carries an aura of
simplicity, ingenuity, beauty, utility and mathematics always exercise the creative
imagination and thinking. Burns (1998) argues that mathematics phobia is a
serious national problem of a country because it limits people’s daily lives and
their long-term decisions. Under developing countries like India to become a
developed county people should concentrate on science and technology.
Mathematics places a vital role in it. Recent international study of 74 emerging
economies of the world covered 2.3 crore 15-years old students in 2009 revealed

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that half of the students do not possess basic standard in mathematics of 673968
Tamil Nadu students of 158 Government and Government Aided schools were
surveyed. As per mathematics 55.6 percent of Tamil Nadu students “under
performed” even as per lowest assessment levels. This happens because of low
performance in mathematics subjects not only the system prevailing but also deep
rooted “Mathematic phobia” in the student’s minds (Ashcraft & kirk, (2001).

The American psychological association (in DSM-IV-TR 2005) has a

diagnostic code for mathematics phobia: 315.1- mathematical disorder. To
determine that mathematics phobia exists, there are three areas that are looked at in
comparison with the individual’s age, general intelligence, and education level.

Mathematics phobia affects student’s mental and physical health which, also
alter the confidence level in students and develops negative attitude towards
mathematics and learning other subjects. Mathematics phobia results physical
symptoms as well. Students may experience four different symptoms of
mathematics phobia: panic, paronia, passive behavior, or avoidance and lack of
confidence (Symptom and causes 2010).

The lack of confidence leads to lack of interest in mathematics and may

become incompetent and develop mathematics phobia. People with mathematics
phobia become so uncomfortable and anxious when confronted with mathematical
tasks that they can experience physical symptoms including increased heart rate,
palpitations, and breathing difficulties that confront them from concentrating on
learning. These feeling have been traced to a variety of sources, including negative
experiences in the class room, poor self-image, lack of appreciation for the
application of Mathematics to “real life” and shyness that prevents asking
questions. Achievement in mathematics is a boost for the students to secure more
marks in other subjects also. When a student fails to understand mathematics,
naturally he/she may not perform well in science and other subjects. To understand
the language, mathematical skills are pertinent. The mathematical phobia affects
directly the achievement in mathematics and indirectly in other subjects, eventually
brings down the intelligence. As the analytical skills or arithmetical skills are

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dominated by the left brain, hence the investigator will find out the cerebral
hemisphere dominance/involvement on the mathematics phobia. The study aims to
explore the role of hemisphericity in activating phobic tendency and the role of
hemisphericity in creating self-confidence in facing the mathematics phobia. The
present study is contemplated based on this above said notions.

1.6 Scope of the Study

This research is very important and need of the hour. Many students select
the group in higher secondary course on the basis of mathematics marks achieved
in the secondary level. This achievement in mathematics may fix or direct the path
of a student’s career. This in the transitional stage of the student life to chose their
career. So the mathematical achievement will fix the career planning for their
better future. But majority of the student community is facing the fear and phobia
on mathematics due to the lack of interest or no proper guidance or lack of self
confidence. Therefore the investigator had chosen this area of research. This
research result may bring the level of phobia on mathematics among the secondary
level students and also the level of self confidence. More over the brain dominance
role on the phobia as well as on achievement in mathematics and self confidence
will bring out in the result of this research. This research result may warrant the
educationist to promote the interest on mathematics and reduce phobia on
mathematics by developing confidence on them.

1.7 Statement of the problem

Impact of Mathematics Phobia on Self Confidence, Achievement in

Mathematics in Relation to Hemisphericity at High School Level

1.8 Objective of the Study

The following objectives have been framed for the present study.

1.8.1 Descriptive Objectives of the Study

1. To identify the Mathematics Phobia in students at high school level.

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 2. To assess the level of Self Confidence of students at high school level.
3. To assess the level of achievement in Mathematics of students at high
school level.
4. To find out the Hemisphericity of students at high school level.

1.8.2 Differential Objectives of the Study

1. To find out the significant difference between mathematics phobias of

students with respect to their hemisphericity at high school level.
2. To find out the significant difference between self-confidence of
students with respect to their hemisphericity at high school level.
3. To find out the significant difference between in Mathematic
achievement of students with respect to their hemisphericity at high
school level.
4. To find out the significant differences between mathematics phobia of
students at high school level due to the variation in their age, gender,
medium, father qualification, father occupation, mother qualification,
mother occupation, family size, income, interested subject and type of
school.
5. To find out the significant differences between self-confidence of
students at high school level due to the variation in their age, gender,
medium, father qualification, father occupation, mother qualification,
mother occupation, family size, income, interested subject and type of
school.
6. To find out the significant differences between achievement in
mathematics of students at high school level due to the variation in their
age, gender, medium, father qualification, father occupation, mother
qualification, mother occupation, family size, income, interested subject
and type of school.
7. To find out the contribution of certain demographic variables such as
age, gender, medium, father qualification, father occupation, mother
qualification, mother occupation, family size, income, interested subject
and type of school to mathematics phobia in students at high school.

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 8. To find out the relationship if any between mathematics phobia with
self-confidence and achievement in mathematics of students at high
school level.
9. To find out the significant relationship on between hemisphericity with
mathematics phobia, achievement in mathematics and self-confidence of
students at high school level.

1.9 Operational Definition of the Terms used in the Study

The meaning and definition of the term used in the title of the study along
with their operational definitions by the investigator are given here under.

1.9.1 Mathematics Phobia

According to the American Psychiatric Association, a phobia is an

irrational and excessive fear of an object or situation. In most cases, the phobia
involves a sense of endangerment or a fear of harm. For example, those suffering
from agoraphobia fear being trapped in an inescapable place or situation.

A phobia is defined as an irrational, intense fear of an object or situation

that poses little or no actual danger. At first glance, a phobia may seem similar to a
normal fear, but it's is the degree to which a person is affected that determines
whether that fear has become a phobia.

Math phobia, which is exhibited by many students, is the persistent,

illogical, intense fear of not succeeding in math. It is the belief that one is unable to
handle the difficulty associated with learning math. Many people incorrectly
assume that math phobia and an inability to be successful in mathematics are
inherited from one's parents. Several legitimate factors contribute to, and increase
the severity of, this perception.

Math Phobia is a fear of Mathematics. It may be defined as a feeling of

anxiety that stops one from efficiently tackling mathematical problems. Many
people think of math as an extremely tough subject that they cannot master. This

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negative attitude stops them from focusing on the subject/problem which they are
tackling. Just before tests or exams they start to get nervous as they are not
prepared. Some even learn and understand math but during the time of the test fear
clouds their minds and they are not able to perform well. This increases the
speculation in their minds that math is too tough for them.

The Hindu: Math Phobia which is a fear of Mathematics. It may be defined

as a feeling of anxiety that stops one from efficiently tackling mathematical
problems.

1.9.2 Self Confidence

Dictionary of education, Good (1973) defines “Self confidence as faith in

one’s own abilities.”

New Webster’s Dictionary (2004) defines self confidence as “confidence in

oneself or on one’s own unaided powers, judgement, etc.”

Self-confidence is an attitude that is characterized by a positive belief that

individual can take control of his/her life and of his/her plans. It is a belief in
individual‘s abilities. Confidence is the state of being certain that a chosen course
of action is the most effective given the circumstances.

Self-confident people trust their own abilities, have a general sense of

control over their lives, and believe that, within reason, they will be able to do
what they want to do.

1.9.3 Hemisphericity

Hemisphericity referred to the idea that people rely on a preferred mode of

cognitive processing that is linked to predominant activity of either their left or
right cerebral hemisphere. Individual hemisphericity was erroneously thought to
be located somewhere on a gradient between right and left brain dominance with
most people being intermediate.

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1.9.4 Achievement in Mathematics

Academic achievement or (academic) performance is the outcome of

education — the extent to which a student, teacher or institution has achieved their
educational goals.

Academic achievement is commonly measured by examinations or

continuous assessment but there is no general agreement on how it is best tested or
which aspects are most important — procedural knowledge such as skills or
declarative knowledge such as facts.

Performance means a notable action or an achievement. It also means the

ability to do something especially needed skill. The mode of performance is the
process of internalizing an idea or using a practice habitually so that it becomes a
fundamental part of the way in which a person thinks about and undertakes his/her
work, (Lokanadha Reddy et all, 2004)

Nickell Well (1999) defined academic performance is “in educational

system, the success of the students is measured by academic performance or how
well a students meet standards set out”.

Sarah (2010) defined that academic performance is “a process where

students’ success in school is measured to determine how they stand up in others in
the same area”.

“Academic performance refers to how students deal with their studies and
how they with are accomplish different task given to them by their teachers”
(Olamine 2010).

Achievement- Academic performance of students refers “to the general term

for the successful attainment of some goal requiring a certain effort; it is the degree
of success in a task”. It results of certain intellectual or physical activity defined
according to individual and objective of proficiency (Encyclopedia of Education

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1972). Assessing student’s success or progress or performance means ‘identifying
what they have achieved’.

1.9.5 Achievement in Mathematics

Mathematics achievement is the proficiency of performance in any or all

mathematics skills usually designated by performance on a test.

1.9.6 High School Students

The students for studying in the classes from 6th to 10th are called as high school
students. Here the investigator chosen only 9th standard for the study.

1.10 Limitations of the Study

The present study has following limitations,

The study was limited to boys and girls who are studying IX standard in rural,
urban and semi urban areas.

30 students were selected from each class who secured above 60 (better
performers) and below 40 (poor performers) marks in mathematics in VIII
standard annual examinations.

The tool was distributed and collected from Government, Government Aided
and private 42 schools from Chennai and Thiruvallur Districts in Tamil Nadu.

This study was limited with certain demographic variables.

To asses the Hemisphericity and self confidence Standardized tools were used.
The investigator constructed and standardized the tool to asses Mathematics
phobia.

1.11 Organization of the study

The present study is organized in to five chapters, each chapter reveals as

about the theoretical concepts and methodological concept of the study focusing
the strategic aspect of the study.

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 The first chapter is about the study encompasses with the problem of the
study, objective of the study, need of the study, operational of the study, scope of
study and demarcation of the study.

The second chapter explores the back drop of the study focusing theoretical
concepts and values which amalgamate the main study. This chapter envisages
theoretical concepts about the mathematics and related mathematical values and
views. The second chapter details about the literature of the previous study under
take in India and foreign countries. This chapter explains the critical analysis of the
study.

The third chapter discusses about the methodological process of the study. It
explains about the design of the study, identification of the sample, selection of the
study. The study further stretches with the psychological tools applied for the study
to explore the hidden connection of the data collection.

The fourth chapter details about the statistical application of the collection of
data and interpretation of the data with regard to statistical findings.

The fifth chapter details about the summary and finding, conclusions, theoretical
application of the study.

Thus the study is organized into five chapters in order to realize the objectives
of the study.

1.12 Conclusion

The present study explored in detail about math phobia and related
variables in the present context of the secondary level students. And also given
detail explanation of need and significance of the study, objectives framed for the
study and organization of the study. The forth coming chapter will explain in
detail about previous researches conducted in India and abroad related to the
variables taken for this study.

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