The Fear of Mathematics

THE FEAR OF MATHEMATICS
Mathematics is often called the "queen of the sciences. It is a crucially important tool in the study of other scientific disciplines, in addition to being a science in its own right. Its value to scientific accomplishment is as innumerable as it is invaluable. Regarded as the nucleus of the science world itself, most celebrated scientific achievements could hardly have had a jumpstart without the guiding precepts of the basic modules of arithmetic. Most careers in Universities and colleges of education in the country increasingly require mathematics as a prerequisite.
Mathematics is being used in the study of problems in an increasing number of areas like biotechnology, data communications, environmental toxicology, medical imaging, transportation scheduling, and financial risk management.
The phobia for the disciple in high school has been recurring through time. It has endured an unhealthy acuity mainly in the mind of the lower level academic. Most students do not know how much the use of mathematics affects them, both now and in the future. Irrespective of gender, the scare of poor performance plagues parents as their wards grapple this non-avoidable subject. Most times the child that starts abhor mathematics would find no point of attraction with the class or the teacher. The result? Truancy sets in.
This psyche can be corrected.
This piece focuses on factors that contribute to uneasy anxiety and abysmal performance in mathematics and by extension general academic performance.
Starting from the home distractions, I would rather disasters, like TV, computers and leisure games, rob kids of the time to revise or conclude assignments from school. Left uncontrolled, kids spend endless hours glued to screens with keyboards, joystick and game pads in their hands in place of pens. Also, increased work-hours and choked weekend schedules have left parents all-in, with little quality time to their wards. Monitoring of their academics becomes difficult and where possible it is not thorough.
Schools give guardians chances to correct and detect these problems early by sending report cards or invitations to Parent Teacher Association PTA meetings. In most cases, teachers complain that the parents are poorly represented at such meetings. Though emotional upsets at home (caused by say, spousal conflicts) or pressure from school bullies could disturb performance. When parents marital ties dissolve young ones must often cope with painful emotions. Children who have recently experienced a family dissolution have a more difficult time with academic and social expectation at school than children with intact families or established single-parent or blended families. However the case, an early first place priority on the quality of education can avert bad mathematics perception in children.
Parents and guardians are expected to have a knee-jerk approach to their wards early days of learning. The BBC (on their website, www.bbc.co.uk) recommends that parents take a keen interest in their mathematical learning. You can help your child to gain confidence and develop a positive attitude towards mathematics by talking about what has been taught at school and helping your child to notice and use mathematics in an everyday context. Not to be neglected is reports from the school on your child’s progress. The book “Jehovah’s Witnesses and Education” also recommends that parents develop a close rapport with the teachers. It is good practice to visit the school and see the teachers directly in charge to chat about your ward’s progress. You could learn ways to improve their learning at home, or at play. Know their teachers by name. This smothers early indicators of math fear before it blooms.
The immediate environment of the child’s first learning experience can sustain or interrupt their rate of absorption. Sadly, the tutoring environment of public primary schools in the country is disheartening. Most times lack of funding, inadequate facilities, loss of respect for the value of education and administrative bureaucracy continually hampers educational growth.
In spite of these odds, I believe there are opportunities for intellectual challenge that could lead to innovative competivity in the educational sector. Countries with this need should ensure their State Primary Education Boards (or its equivalent) could explore a reward and recommendation programme. Firstly junior schools within state districts are separated into social or geographic clusters. Then a criteria for rating would be made available to the public. The winners on aggregate points in each cadre now qualify for national or zonal levels and so on, till an overall winner appears in each state. Surely the schools would benefit from such as it would immediately challenge the competence and skill of the teachers.
Now we concentrate on the school curriculum. Motivational and careers speakers can really make a difference in young minds. Outside the classroom discussions can stimulate minds. Since guest appearances can also generate excitement. I implore corporate bodies (chartered institutes, financial houses, Universities and colleges of education) to proactively take up this responsibility to return to the society, they do business in. This moral contribution will leave a large impact and keep a succinct reminder in these young minds. However this approach should be done both early in the academic calendar and at the end. Its success lies in its implementation. It is recommended that the pupils pay no fees or levies etc to fund such activities, least it could becomes an abused money making conduit for dishonest teachers and thus lose value.
Feedback is one part of a balanced assessment of the worth of classroom methodologies and procedures. As educationists develop and fine-tune their courses. It is essential that they consider the following questions:
Is this technique stimulating to the student? And how can I help the student succeed and allow them to control their outcomes?
The call for educational reform is one for all.
The fear of math had lead to comparatively poor quality (half-baked) graduates products from our citadels of learning that would impair socio-economic development of their country and dim the image of graduates for our universities to the global community. This is further compounded by inadequate human and technical expertise to cater for the intellectual growth and welfare of its intakes. Universities that cannot secure the minimum academic standards for executing mathematics related courses should be assisted in recruiting capable lecturers. This move is better late than never.
In a bid to overt their failures, sadly students have been known to offer money, gift items, and sex to lecturers in exchange for scores and grades that they do not deserve.
Many view the acquisition of a certificate as an end in its self; as a badge of respectability and a meal ticket, not a means for improvement of individual faculties as well as contributing to the society.
The story is improving however as some institutions have developed programs to reward outstanding performance in assisting the government in educational development.
Educational-support initiatives targeted at secondary school-&-undergraduate level students have gained wide commendation and appeal. These programs; essays, open debates, etc stimulate intellectual research on issues of national or economic relevance. This is good as the students see the immediate value of excelling in other parts of their educational curriculum. The educational institutions also enjoy endowment funding and financial assistance to equip the school laboratories, libraries, classroom and furniture.
Long-term initiative physical planning programes imbues foresight and far sightedness that could avert future problems. These contributions add value back to the human resource pool that all corporate institutions would benefit from usually during future recruitment.
Annual essays, mom of the year awards, mathematics awards, quizzes, employment, scholarships, educational gifts, all expense paid tours, are some incentives that are rewards for participants. Interestingly newspapers are not left out as most dailies dedicate pages to mathematical modules of algebra.
If we feel the efforts aimed at surmounting the fear of math and its harm to the child and by extension the society are unnecessary, then remember the consequences of neglect is not a healthy option. Young ones at every level can be helped to appreciate the fact that mathematics education key to their own personal development and career.
Young ones would readily pick interest in music than mathematics. The difference between songs is the manipulation of musical notes, while mathematics is the manipulation of numbers. Both however follow basic rules. So if you can love music, I am sure you can love mathematics.
Frank Ofem writes from Lagos
OFEM FRANK
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