1. with practical demos and applications

2. first make the teacher lovable :-)

By simplifying the method!

Great question Raheam,

for some reason math is often viewed as boring and off-putting by students - which is a shame, given the importance of math to everything, and also given that it is actually so very far from boring.

I would start by asking the students to read 'The Math Gene' by Keith Devlin, which debunks the arcaneness of math in a very 'user-friendly' way, and then recommend that they could read more of Devlin's books (the Millenium problems, etc.), which are all pretty fascinating.

Then perhaps a couple of exciting, user-friendly books about how thrilling science in general can be (underpinned by math), such as Quantum by Manjit Kumar

1. with practical demos and applications

2. first make the teacher lovable :-)

The most powerful property mathematics can offer is the proof. For me a crucial experience was to completely understand what a proof means for us (humans and science). I think, some simple proofs can open the eyes of the students and make mathematics desirable also for them.

in my opinion, math should be taught with help of computers, with lots of graphics and plotting and game-wise interactions from the start to motivate young people and to show them that math is not all about boring and heavily irrelevant intertwined facts!(it's important to start as early as possible because to progress in math you have to have a solid grasp of the more primary math), also some level of grimness is attached to mathematical education socially i suppose and that math is hard, also  it's innately incomprehensible for normal people, so the best way i think for imbuing math maybe is to infuse it with alive colourations that are attractive for the youngsters,

some useful resources, in my opinion :

+http://www.computerbasedmath.org/

+https://scratch.mit.edu/

Dear Raheam

This is an extremely important issue. Actually our students during their core do not give enough importance to mathematics except what will choose graduate studies in the field of mathematics. Certainly they are few. I also think that students come to college with the idea of a specialty designed in graduation other than mathematics. I think that's why they consider mathematics during their core as matter (undergraduate) they must only assure to switch to graduation. I find it a shame because mathematics is as important in any field I cite as an example the statistics.  

Best regards

FADEL

You may consider introducing to them professor Eberhard Zeidler's field-theory books; the expressed intention of the author is making physics attractive/accessible to mathematicians and mathematics attractive/accessible to physicists. The books (six volumes planned of which three published to date) are replete with references to cultural milestones. 

http://www.mis.mpg.de/zeidler/qft.html

Its a great question

I agree with Dear Muhammad Rafiullah

1. first make the teacher lovable & knowledgeable ...

2. with practical & simple demos and applications ...

Dear all

Thank you so much for your opinions

Best Regards

Raheam 

Dear Raheam A Mansor Al-Saphory,

Mathematics is a model of exact reasoning. This leads to understand the reality of a system. Therefore, in our teaching if we are able to relate mathematics with real models will surely motivate students towards loving mathematics.

Mathematics has an image problem & this image has scared many persons. I have frequently heard those who described it as abstract, dry, with no practical work, and with accompanying difficulties. This negative description defamed maths while it was not being based on logic or scientific evidence. Had there been no maths, there would have been no other sciences because it is central & is much needed by them. To make maths lovable, its teachers at schools or at universities ought to relate it to daily life & to show its applications. The students will be attracted when there are creative methods in the educational process, brainstorming, and challenges. Maths Olympiads ought to be in every country with precious prizes & good advertising. "I dream of a day when maths competes with football in becoming a focus of attraction for the young generation".

Dear Afaq Ahmad

Many thanks for your reply and my domain is applied math,s .

in all time relate the math with real world but not easy to give real example for our problem it is not in all time easy?

@ Henk Smid - I have already twice written to the administrators of RG about the inappropriate nature of the anonymous down-voting; in the scientific community we must have the guts to stand up for what we believe, whether right or wrong; if someone's comment is not to our liking, we must have the courage to say so, or we have no right to vote-up or vote-down. When we write comments, we expose ourselves to the general public, and there is no reason why those who down-vote can enjoy the undeserved privilege of remaining anonymous (down-voting is also a form of commenting, but then, when done anonymously, from the shadows). When at seminars we criticise speakers, we don't first put a sack on our head to remain anonymous. I think all who believe that anonymous down-voting should not have any place in RG, should communicate this view to the administrators of RG.

Dear Nizar Mater

Thank you for your reply and you have reason  how attract the students to Math.s ?

Maybe one day realize your dream , maths competes with football in becoming a focus of attraction for the young generation".

regards

It is primarily dependent on teachers - lack of talent, some more, some less, while second problem is lack of mathematical talent of students. Dear @Raheam, hard job to do for math teachers in order to make math lovable! Also, the problem of previous math knowledge of students just accumulate troubles - it makes problem more complex!

Dear @Henk, regarding downvoting without reason and without explanation is outrageous. RG did not anything toward the prevention of such non-ethical acts. Please do visit my thread on this issue, link follows! Dear @Raheam, hope You do not mind!

https://www.researchgate.net/post/Anonymity_in_science_What_is_the_reason_for_concealing_identity_What_do_you_think_of_this_phenomenon

Lots of examples, demos and practical applications.  Visual presentation of math functions and concepts are very helpful.  Developing math skills involves a lot of practice.   Teachers often forget that students have other courses and very limited time to practice all of them.   Of course, one cannot force students to like math.  For example, I do not like statistics and math that involve verbal reasoning.  But I like calculus and algebra.

Students vary. But many students like jokes, love stories, no-stress, simplicity.

The challenge to the math teacher is how to make their methods include elements of jokes, loves stories, convenience and simplicity.

When I was a college student, my teacher used to include comic characters in our math problems.

I also had a teacher who inserted jokes in our discussions when he saw that we students were getting bored.

We have to let students know that mathematics is ubiquitous everywhere and in everything we do, nature does it and it is its lingua franca. Mathematics is not something to avoid but to love, appreciate and deal with it. Love of something does not comes instantly but through a continuous encounter of purpose, engagement and building on what happiness that thing brings. The same principle works in liking mathematics, knowing  It is both  useful and beautiful.  

Teachers should somehow be artists  when presenting the materials to students, making connections to real life and its applications to the sciences so that they feel its inescapable necessity. When we enter in to a  class we have to bear in mind that our objective is not just to deliver the material and leave but question how do I make my presentation and talks likable so that students leave class with enthusiasm  to come back with a fond of liking to learn more of what we have to present. 

I can say, besides other factors as mentioned above, some people are gifted to be good in math once they are exposed to.

Dear all 

Thanks, for your reply and  I appreciate your opinions. 

Maybe you can ask them if there is a mathematical equation for love, as in

https://www.researchgate.net/post/Can_anyone_express_the_mathematical_equation_for_love?_tpcectx=profile_answers

Some students experience gaps in their background knowledge and skills in mathematics. I think identification and  filling these gaps may be useful.

Mathematics Problems, puzzles,  examples, stories of mathematicians, historical achievements, science applications, engineering applications and computer simulations keep students interested.

Dear Sundarapandian Vaidyanathan, 

Thanks, for your reply and I appreciate your opinions. If we present in class Mathematics Problems, puzzles, examples, stories of mathematicians, historical achievements, science applications, engineering applications and computer simulations keep students interested I think you have reason but not always possible may be from time to time?

Advice

I think it is a natural ability for someones, more exercised skills for others, and  weak one for certain.  Mathematics Problems, puzzles, examples, stories of mathematicians could help to have more skills if student like this, but not all people are mathematicians, it is a natural gift who could be performed with exercises. Do not force students who have not this natural ability,but let them find their gifts other than mathematics

Thank you for your opinion

There are two schools of thought trying to find a way to make love mathematics: one promotes ways to see what's the math hoping to arouse the interest of the student, while the other aims to eliminate it and re-establishing the model of teaching art, bringing that state of pure mathematics research and intellectual pleasure. In my view, both approaches have their limitations, one is too bland and the other too radical

Dear Ierardi Enzo,

Thank you so much for your reply 

Best Regards

Dear Henk Smid,

Thank you so much for your reply

Best Regards

Bill Gates

Dear all 

thank you for your opinion

Add a bit of origin story. may be give answer to questions of why? to the theories and concepts.

And make the teacher knowledgeable. Which would also make him/her lovable.

Thank you for your opinions 

mathematics is the language of the universe

Dear Mohammad

you have reason and 

(Mathematics is Queen and Servant of Science )

see:

https://archive.org/details/MathematicsQueenAndServantOfScience

and then, 

Mathematics is a sport of thought and mind

Mathematic is difficult to understand specially for children.But a knowledgeable and loveable teacher can make it very sweet for them by simplifying the methods.

Thank you for your opinion

A knowledgeable and loveable teacher can make it very sweet for children by simplifying the methods.  Lot of practical examples can be used to boost understanding.  It can also be made interesting by varying the teaching methods.

Carl Friedrich Gauss

"While in arithmetic class, at the age of ten, Gauss exhibited his skills as a math prodigy when the stern schoolmaster gave the following assignment: "Write down all the whole numbers from 1 to 100 and add up their sum." When each student finished, he was to bring his slate forward and place it on the schoolmaster's desk, one on top of the other. The teacher expected the beginner's class to take a good while to finish this exercise. But in a few seconds, to his teacher's surprise, Carl proceeded to the front of the room and placed his slate on the desk. Much later the other students handed in their slates.

At the end of the classtime, the results were examined, with most of them wrong. But when the schoolmaster looked at Carl's slate, he was astounded to see only one number: 5,050. Carl then had to explain to his teacher that he found the result because he could see that, 1+100=101, 2+99=101, 3+98=101, so that he could find 50 pairs of numbers that each add up to 101. Thus, 50 times 101 will equal 5,050." (see link)

http://www.math.wichita.edu/history/men/gauss.html

Dear All,

Your answers are very important and  interesting.

Best Regards

It is very important to love maths! Maths hones your skills of logical deduction and strategic thinking.

Rachel Riley :"Lots of people say they hate maths and when I ask them why, they inevitably mention a teacher they had when they were young. Maths is like learning a language: you need to learn the basics to get going, but a lot of adults go into blind panic about numbers and switch off....I’m trying to encourage young people to get into maths, to see the hundreds of different ways it’s used in all areas of life – from biology to climate change...."

http://www.theguardian.com/lifeandstyle/2014/sep/12/learn-to-love-maths-mathematical-ideas

http://www.theguardian.com/lifeandstyle/2014/sep/12/rachel-riley-countdown-learning-love-maths

Dear Ljubomir Jacić ,

Your answers are very important and interesting.

Best Regards

Certainly, Mathematics is beautiful subject. Students can follow mathematics in its real sense only if a careful effort is put to develop the mathematical aptitude in them and nourish this attitude throughout their studies. I am of the opinion that majority of our students are not exposed into the real beauty of Mathematics during their early school days.  As a result, they won't  have right attitudes to the subject.

Definitely,  teachers at schools have a significant role in making Mathematics interesting to students. They must be well-trained and must have a sound knowledge of the subject. They must know the real life and practical applications of every topic they teach. I believe that, any subject will be interesting to most of the students if it is taught based on the real life situations which are familiar to them.  This will enable them learn abstract mathematics effectively in later stages.

Dear Sudev Naduvath

Thank you for your reply

Regards

Dear Prof. Raheam A Mansor Al-Saphory,

Applications of mathematics. Simulation models.

 Dear professor Afiq

you have reason , but is not always in mathematics, we can express our problems or questions in application?

Especially in the  under graduate students. t

really there is a problem o love mathematics?

Best Ragards

Dear Prof. Raheam A Mansor Al-Saphory,

Teaching 'Integration' or 'Differentiation' with examples of their practical applications and further simulating them using MATLAB commands - naturally, bound student to love.

Dear Afaq Ahmad

Yes in some time I agree with your opinion but when you teaching abstract math.s that very deficit to give an applications

best regards

Dear Roland Iosif Moraru ,

Thank you for your opinion, 

but when you teaching abstract math.s that very deficit to give an applications

best regards

I think to show more “beautiful sides” may make the mathematics lovable for the students in our teaching:

1, beautiful logics in mathematics,

2, beautiful reasoning in mathematics,

3, beautiful forms, models in mathematics,

4, more beautiful examples close to our life,

5, beautiful creations in mathematical history,

6, responsible, love, friendly ways to dig up students’ mathematical talents, solve each of their mathematical difficulties,

…

Geng Ouyang

thank you so much for you interesting formations

with examples from everyday life

Math in general is a boring subject to most students. However, to make it interesting

use specific examples where it can be used for some important purposes(s). 

"Mathematics is important because of its real world context. On the inverse, without context, it is often hard to identify with the beauty and power of mathematics.

This point is essential to make when seeking to engage our students in the discipline. Sadly, too many children – and adults – immediately think only of slogging over a lead pencil and graph paper in a dreary classroom on a wet Monday when prompted by the word ‘mathematics’. Linking maths to the inspiring realm of space exploration, the fascinating field of micro-biology, the exciting pursuit of sports performance or the compelling virtual worlds of gaming and digital media seems to come less instinctively. However, as Bertrand Russell said, “Mathematics, when rightly viewed, possesses not only truth, but supreme beauty.”..."

https://www.linkedin.com/pulse/engaging-students-mathematics-why-context-critical-marcus-garrett?trkInfo=VSRPsearchId%3A577811291464694577025%2CVSRPtargetId%3A7992856158284299357%2CVSRPcmpt%3Aprimary&trk=vsrp_influencer_content_res_name

Dear all

Thank you so much for your opinion

Raheam, Great question. One that will probably go unanswered in the general sense. However, if one started by 1) defining it as a "language" -- that would imply that is could be used in a "qualitative sense". then 2) translate gradually into the "quantitative" description via practical applications that describe  emotion, and motion. Emotion (fear of not understanding is in all of us at the "beginning'). So the teacher must instill in the student that they really do understand and can use math both for physical and metal purposes. 

I am not so sure, that there is a single best answer to the question: different students might become interested by different approaches. For instance, I found it most interesting, how a math professor, being pointed to an error in a proof he was giving in a lecture  by the question of a student, was able to find a correct proof during the lecture, sharing his thoughts and approaches thinking aloud in a sort of sermon. So he could be watched working, and so, he turned a badly prepared lecture into into a demonstration how an experienced mathematician works to solve a problem. I do not recommend this as a method of good lecturing. But still, it left a deep impression on me. AND I still remember the essence of what he proved. 

Another point: Let the students present their own problems, and give advice how they might tackle them, by talking about how you tried to solve a related problem yourself. The fascinating thing about maths is problem solving, not learning  by heart some established methods. It is better if they find these methods by own work, either reinventing or by an own search in the literature...