Mathematics has a widespread reputation for being a subject that students hate. It is not uncommon to hear “I hate math class” or “math is too hard” for struggling students.
Maths get a bad rap. Parents and teachers who do not like math can convey that attitude to children who do not like math, how we talk and teach about math matters.
So how do we make students love maths? Find the joy of math if you don’t like it already. Share your passion for math. Keep math fun and give students a reason to love maths in your classroom. To solve a problem, knowing Maths Formula helps you a lot.
But what causes so many students to dislike mathematics? What can be done to ensure that more students see how fun and satisfying it can be?
Five Reasons Why Students don’t Like Maths?
- There are limited ways to earn Marks
With subjects like English or writing, marks can come from various factors such as art, spelling, grammar, style, punctuation, and more. Mathematically, there is little chance of earning a grade because the answer can be positive or negative.
- Students don’t find it interesting
Some students do not like to solve Maths questions because they think it is not very interesting. They are not much interested in numbers and formulas as they are in history, science, languages, or other subjects that are easy to connect with. They see mathematics as vague and irrelevant and are challenging to understand.
- Teacher Assumption
There are cases where math students complain that the reason they hate mathematics is due to the fact the teacher did not give them math crash lessons. The teacher, in turn, taught them a lesson as if they should know it. Many of them conclude that they would not need to come to the school right away if they already knew.
- Obscure Vocabulary
Though generally believed to be very different from English, numbers have many words which need to be known for their meaning. These many words can sometimes be confusing. When students repeatedly tried to read these words and could not, they hated the subject.
- Incomplete Instruction
When a teacher does not fully explain to students what they need to know about a maths topic, the student may get confused and start to hate the subject. This is especially true when students find themselves in a situation where they need to solve a mathematical problem but cannot because of a lack of instruction on how to solve the problem.
How can We make Students Love Mathematics?
Encouraging students to embrace enthusiasm is one of the most important aspects of teaching mathematics and critical of any curriculum. Successful teachers draw attention to less enthusiastic students and those who are motivated.
- Show the usefulness of the topic
Introduce the practical application of genuine interest in the classroom at the beginning of the chapter or a topic. For example, in high school geometry, a student may be asked to determine the width of a plate, where all information is part of a plate more petite than a semicircle. Selected applications should be short and simple to encourage the lesson rather than distract it.
- Use fun in mathematics
Recreational motivation includes puzzles, games, paradoxes, or the school building or other nearby buildings. In addition to being selected for a specific motivational gain, these devices should be short and straightforward. The successful implementation of this technique will allow students to complete their recreation without much effort. Once again, the fun produced by these recreational examples should be handled with care so as not to distract the next lesson.
- Present a Challenge
When the students are challenged intellectually, they respond enthusiastically. Teachers should take great care in choosing the challenge. The problem (if that is the type of challenge) should lead to a lesson and be within reach of the students’ abilities. It would be best to take care that the challenge does not interfere with the study but leads to it.
- Show a successive achievement
Closely related to the previous approach is that students enjoy a logical sequence of ideas. This differs from the previous method because it depends on the students’ desire to expand, not eliminate, their Knowledge. One example of a sequence of processes is how special quadrilaterals lead from one to another from the point of view of their buildings.
- Indicate a void in students’ knowledge
Exposing students to the gap in their understanding increases their desire to learn more. For example, you can introduce a few simple tests that include everyday situations, followed by tests that involve unusual conditions on the same topic. The more you point out the gap in understanding, the more influential the motivation is.
- Get students involved in justifying mathematical curiosities
One of the most effective ways to promote students is to ask them to explain much mathematical interest, such as the fact that, since the sum of the numbers is divisible by 9, even the first number is divisible by 9. Before being attacked, students must be familiar with astrology’s curiosity to defend it.
- Tell a relevant story
The story of a historical event (for example, how Carl Friedrich Gauss added numbers from 1 to 100 within one minute when he was 10 in 1787) or a hypothetical scenario might inspire readers. Teachers should not rush into telling a story — a quick introduction reduces the potential for the strategy.
- Focus on a single concept at a time
Read the Maths formula by heart and try at least three problems based on that concept quickly so that you can memorize it well. In the unlikely event that a solution is found, you may feel frustrated. Analyze your progress in each step, discover your mistakes, and repeatedly check your results, performance, and process.
As you try different ways to encourage your students to love math, remember that the first time you try anything new, it may make you nervous or uncomfortable. The fact that you are facing uncertainty is a good thing. It is a sign that you are trying new things, growing as a teacher, and making progress in encouraging your students to love, try-hard, and succeed in math.
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