Education is considered as the backbone of any developed and enlightened society. No society can make progress unless its members are not educated. A society without education is like a dilapidated house. Mathematics plays a very important role in our day-to-day life. Mathematics is a universal, utilitarian subject that is needed for everyone in his or her life. Everything around us is mathematics. It plays a vital role in shaping students’ academic and career trajectories. For various job oriented competitive examinations like KAS and IAS, quantitative analysis, logical reasoning and the aptitude part of mathematics are very important. Mathematics helps to develop skills that help to live a disciplined life and overcome challenges in life. In order to make the mathematics teaching learning process more interesting, enjoyable and meaningful, the National Education Policy (NEP) – 2020 focuses on developing mathematical creativity and skills in learners. It emphasizes experiential, experimental and joyful learning for all subjects. The National education policy 2020 aims at addressing various challenges including mathematics phobia not among students but also among teachers. Once upon a time, a good percentage of students had been taking mathematics subjects by choice in higher secondary classes however over the last many years, students’ in elementary and secondary level classes have developed mathematics phobia and they are losing their interest in the mathematics subject. There has been a declining trend of students opting mathematics subjects in 11th and 12th classes across Jammu and Kashmir. This decline trend has far-reaching consequences not only for students’ academic journeys but also for the country’s progress in the fields of science, technology, engineering and innovation. According to a survey conducted, 82 % of students from class 7 to 10 in India experience significant repulsion and anxiety towards mathematics and only 10 % students express confidence in their abilities. Being myself a teacher, I think about 95% of schoolchildren fear for opting mathematics subject in higher secondary level classes. Mathematics subject is compulsory up to class 10th and if there has been a choice in opting subjects also in lower classes, I think there would be hardly any student who will opt the mathematics subject. Mathematics continues to haunt our children in the present digital era. It has become a cause of concern for the authorities in the School Education Department (SED). It is pertinent to mention that some higher secondary schools in Jammu and Kashmir have not a single student enrolled for mathematics subject in class 11th and 12th and almost all higher secondary schools have just a few students enrolled for mathematics subject in class 11th and 12th. In recently appeared 11th class Annual Regular examinations, many institutions have not even a single student enrolled for mathematics subject despite mathematics lecturers posted there. It is raising a genuine question among all stakeholders particularly teachers. The Jammu and Kashmir government has been investing hefty amounts for training programs of teachers at SCERT and DIET level aiming to address the teaching learning problems. It is ironic that many students’ up to class 8Th level do not know the four fundamentals of mathematics and BODMAS. A good percentage of students fail to do even basic division and multiplication. This indicates that at a lower level, the students are not grooming and thriving well at primary and middle schools. It also means that foundation classes for mathematics subjects are not taught at primary and middle level in a way that is easily understood and grasped by students. Teachers at lower level must focus on rote learning and memorization that is against the rules and principles of the National Education Policy (NEP) 2020. Rote learning and memorization is only axing the career of students. There is less percentage of teachers in the School Education Department who know the mathematics subject well but the same teachers cannot fulfil the demand of all the schools.
“Non-subject knowing mathematics teachers affect good students’ analytical abilities, thinking power and reduce their curiosity. Identifying students with math phobia and providing them individualized help and support, teachers’ training for improving math teaching skills and confidence, using mathematics visual aids, games, puzzles and activities to make mathematics enjoyable and interactive in classrooms, and encouraging students to learn mathematics will definitely reduce mathematics phobia in students.”
The School Education Department has developed good books for mathematics subject as per National Education Policy (NEP) 2020 but teachers have not been provided the required training for mathematics as per the demand and requirement in schools. Why our students are not opting mathematics or showing repulsion towards mathematics, there are a number of responsible causes. One of the main reasons is that non-subject knowing teachers are teaching mathematics who even do not know the basics of the mathematics subject and fear the mathematics subject by themselves. Teaching a mathematics subject by non-subject knowing teachers is just like putting a cart before the horse. They mostly rely on memorizing facts and employing only drill and practice to reinforce the lesson. Students learning mathematics by rote learning and memorization found the teaching learning process so confusing, boring and distressing that they consider mathematics as a tough subject. Rote method of learning is outdated and is against the National Education Policy (NEP) – 2020. Mathematics is to be taught as a right and wrong subject in schools. Teachers always expect fixed answers from students and students have not been given the right to express their own ways. This leads to the rote method of learning that has been always proven wrong by experts and psychologists. Presenting mathematics as an unlearnable and difficult subject instead of a creative subject by some teachers also develops fear and anxiety among students towards mathematics. Most teachers neither create student centric classrooms and friendly environment for mathematics teaching learning process nor motivate students to study and learn mathematics for their bright future. How can teachers motivate students for mathematics study when they are themselves fearing of mathematics subject due lack of basic of mathematics knowledge and teaching skills. Students’ having math phobia or repulsion towards mathematics do not mean they are weak in mathematics and do not excel in mathematics subject.It means lack of foundational classes for mathematics by teachers at lower and middle level. Weak teaching methods and fragile foundational knowledge of mathematics significantly contribute math phobia in students. Classroom and textbook-based learning is also tiresome and boring. It never makes classrooms interactive and enjoyable. Introduction of game based learning in classrooms can be effective as it keeps students attentive, increases their interest, arithmetical accuracy and rectifies mistakes. Teachers at lower and middle level should first read and understand the mathematics subject thoroughly. Mathematics experts at SCERT and DIET level should also train teachers by sharing their expertise and experiences. Foundation classes’ including teaching mathematics by way of learning by doing methods will prove very fruitful for students in classrooms. Rote learning or memorizing must be replaced by activity-based learning at the foundational stage and understanding mathematical concepts at higher classes. Development of mathematics labs in every school where students can learn mathematics concepts practically is the need of hour. It will not only remove mathematics phobia among students but also will inculcate a love and motivate students for mathematics subject in all classes for their better career opportunities. Transformation at elementary level is very important. Foundational classes by teachers at elementary level is important, as it will make the foundation of children in terms of learning and understanding concepts strong. Conduct of monthly workshops about mathematics subject at zonal level will ignite students’ curiosity for mathematics, develop and nurture their interest at an early age. Beauty of mathematics is that it can be easily understood if taught by a competent subject-knowing teacher. Non-subject knowing mathematics teachers affect good students’ analytical abilities, thinking power and reduce their curiosity. Identifying students with math phobia and providing them individualized help and support, teachers’ training for improving math teaching skills and confidence, using mathematics visual aids, games, puzzles and activities to make mathematics enjoyable and interactive in classrooms, and encouraging students to learn mathematics will definitely reduce mathematics phobia in students.
(The author is a teacher at Govt Boys Higher Secondary School Beerwah. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”.)
