Bahtilla Marinette In Norway we have the same discussions, but in higher education, for example economics, some professors are actually claiming that the students' mathematical skills are getting better. I am also sure there is much to be done to make mathematics more relevant to the situation of the students. Relevans is a key for motivation. Personal economy is one of many relevant perspectives of mathematics.

Mathematics teachers inability to motivate students is another factor. Most mathematics teachers in developing countries are not enthusiastic.

Thanks Bahtilla .

Bahtilla Marinette In Norway we have the same discussions, but in higher education, for example economics, some professors are actually claiming that the students' mathematical skills are getting better. I am also sure there is much to be done to make mathematics more relevant to the situation of the students. Relevans is a key for motivation. Personal economy is one of many relevant perspectives of mathematics.

Thanks Kjartan Skogly Kversøy

( https://gradepowerlearning.com/why-students-struggle-with-math/ )

"Math. It’s a subject that many students either love or hate.

Many students struggle with math at some point. It’s not uncommon to hear students complain that they hate math because “it’s too hard.” But why do so many students seem to share this opinion? What makes math so difficult for students to learn?

We’re here to help answer those questions. Read on to find out why so many students struggle to succeed in math class.

COMMON CAUSES OF TROUBLE WITH MATH

DYSCALCULIA

Dyscalculia is a learning difficulty that causes students to struggle with formulas, shapes, and number-related concepts. This makes it difficult for them to understand and process math problems. These students usually fall far behind their peers in math and have trouble with number-related problems that don’t improve with ongoing practice.

MATH ANXIETY

Students with math anxiety don’t simply dislike math—for them, math causes debilitating feelings of fear and failure that hurt their ability to perform. The pressure and lack of confidence these students feel when faced with math causes their brain to freeze and forget even the things they do know.

POOR FOUNDATION

Math challenges aren’t always a result of a learning difficulty. For many students who struggle with math, it’s simply because they don’t have the proper foundation needed for success. These students may have fallen behind in a unit or moved on to advanced material before they were ready, leading to falling grades. STUDENTS EXPECT MATH TO BE DIFFICULT

This is a classic case of the self-fulfilling prophecy: students expect it to be difficult, so it is. When students go in expecting math to difficult, they are quicker to give up when they don’t understand something. A negative mindset like this can quickly turn into a cycle of low confidence, less motivation, and poor performance.

IT REQUIRES A LOT OF PRACTICE

Math isn’t something that students automatically “get”—it takes time and practice to understand math. Since many students don’t enjoy math, getting them to sit down and practice can be a struggle. Without that practice, students can have a hard time keeping up with what they’re learning because they still don’t have a handle on the basics".

What a great question. For me, my distaste for math was two-fold. Mom could do calculus in her head, Disgusting! As her children, she could not accept that we did not inherit her ability. She was a generous tutor to the classmates we allowed to benefit from mom's ability. Secondly, most of my math teachers taught math by the book. They did not understand math nor were they fascinated by it. So, when presented with a student who did not understand the book explanation, the instructor was lost. It is essential to have an engaged teacher to create the environment for learning.

brigid

Thanks Nazia Asad

A logical and good answer.

with all my respect .

Thanks Brigid Conroy

Yes in Ph.D course work also

there is a research methodology

of mathematics and statistics like Chi Sq , t dist, ANOVA etc .

Thanks Jaydip Datta

Thanks Marla A. Sole

Thanks Ahmed Y. Yassin

Actually the main cause of mathematics phobia is nothing but its evaluation technique ie correct mathematics certainly carries full marks . But beside quantitave accuracy and precision there must be a part making system considering the steps , logic , methods of approaching subject, subject to the approval of examiner . I think the part marking distribution will make the subject more user friendly among the student . Not only exam teaching art / mode is also play an important role to encourage the subject among the student .

Thanks Jaydip Datta

As you mentioned teaching methods and one of the answers above also mentioned teachers' "inability to motivate students", it's worth calling attention to the importance of not scapegoating teachers too sweepingly with regard to issues of underperformance or declining performance. When there is evidence of broad patterns of ineffective teaching practice, it's necessary to consider what might be driving those patterns; de-professionalisation, teacher recruitment issues and gaps in teacher education and continuing professional development provision, for example, may be contributing factors that, in turn, are likely to affect students' learning in mathematics.

Thank you very much Ariel Lindorff , it's an other cause to low academic achievement for a large number of learners in mathematics

This is a total tangent response. What about children/young adults who come to school without breakfast or adequate nutrition. There are programs that help, but funding is being removed because of budgetary cuts. Kids can't learn without

brain fuel and poor nutrition is almost as bad as nothing.

brigid

Thank you very much Brigid Conroy, it's an important cause to low academic achievement for a large number of learners in mathematics .

The unrealistic nature of some deep mathematics which the students can not relate to a real life situation at such time.

I am surprised that at my advanced age-more than half way to death,-that math has a purpose. I wish that math was taught with a practicality that is sorely missing even now based on what I hear my peers say about their children's school experience. I think that math and science would be more popular if they were accessible, by that I mean that the sciences are taught as elitist subjects.

brigid

I think colleges of education have much to answer for in having promoted theories of teaching math that totally befuddle students and leave them without basic skills. Since such skills are cumulative — e.g. if you don't understand fractional arithmetic you won't have the foundation for dealing with algebraic equations later — it's easy to see how lack of interest might go hand in glove with decreasing competence. I've also noticed that some of the teachers, who are themselves products of the system, don't exactly have a good grip on the math they're teaching either.

Modern mathematics looks like very abstract science. If you consider what mathematics scientists are engaged on one hand, and analyse the daily needs of specialists in other sciences on other, there you see a huge gap. Meanwhile, everyone needs mathematics - from a physician to a theoretical physicist, from cook to designer of modern technology. But they need of different sections of mathematics.

The study of applied branches of mathematics is possible only in the case of mastering the basic course, starting in elementary school. In my opinion, success in mastering “serious mathematics” is possible only if a student has the foundations for mathematical thinking in the early stages of learning.

And this mathematical thinking should not be based on the knowledge of mathematics as a science, but on the understanding that mathematics is a tool for exploring anything. After school, the student will need to bridge the gap between elementary school mathematics and higher one, which is considered as the basis for applied mathematics. When I studied at the university, I actually had double courses - first, professors from the mathematical departments gave us general courses (in Russia, these are “Mathematical analysis”, “Higher algebra”, “Differential equations”, “Probability theory”, etc.) , then the physics professors gave applied mathematics (for example, these courses were called "Mathematical statistics" and "Equations of mathematical physics"). So, mathematics is a chain, and its knowlege depends on each link. But if the first link is missing, nothing will happen.

And in conclusion - a joke (in the form of a dialogue):

- What is math?

- This is a science that Russian professors are teaching Chinese students in the US.

At the end of the 20th century it was true.

Studies state that various variables/ factors affect students achievements in mathematics. First of all, most students find mathematics harder than other subject. Also, they find mathematics confusing and it makes them nervous. And to worsen the situation, students do not see (know and realize) the practical applications of mathematics. Thus, students wonder "why study mathematics?.. why crack brain in such a subject that is not useful and does not link to practical lives"

On the other hand, the question comes in, why students find mathematics hard, challenging and can not see the mathematical applications. Now, in the scene comes the teacher factors. Teaching methods, content knowledge, motivation/ praises are all linked to students achievement........and later comes in the curriculum. Thus, in a nutshell there are student, teacher as well as curriculum factors playing their parts and affecting achievement in mathematics.