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Mathematics Phobia: Is it a reality or perception?

I am very passionate about mathematics and its application. I would like to share my thoughts on few things about the subject with you. To begin with, the question under investigation is not as objective as Mathematics rather more skewed towards subjectivity.

 

This first remark should not come as a surprise since there are countless factors to be considered in order to gain much insight into understanding why in general many do exhibit to some appreciable degree Mathematics phobia.

 

I reckon, one aspect of mathematics phobia stems from the universal belief that mathematics is a difficult subject without any palpable evidence to support this claim or idea. This is a typical example of mathematics phobia by perception.

 

The underlying problem that shapes this thinking is the confusion over the definition of mathematics, the inability of many to distinguish between arithmetic and computation from mathematics itself. The natural question to address is what is mathematics? I think a more complicated definition will rather add to the problem than solving it.

 

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In simple terms, mathematics is a logical reasoning. This simple and concise definition shows that it is less of handling large numbers through different operations like addition, subtraction, division and square root as beginners sometimes are made to believe. Mathematics is the very motivation behind performing different operations like 2 + 4 = 6, √ (25) = 5 and 3 − 2 = 1.

 

At this point, it is logical and reasonable to infer that merely performing different operations in an excellent way does not constitute a very good knowledge of Mathematics. It shows competency in arithmetic or computation. Why? The answer lies in research I conducted in 2013 at Canterbury to find out the level of mathematical knowledge among school children between the ages of 12 and 14 years.

 

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In carrying out the research I set two separate questions one was worded and the other was not. The children perform extremely well in the less worded problem with an average of 94.6%, however, not so well in the worded questions with a disappointing average of 63.2%. The question is why this differential? Well, the problem lies in formulating mathematical problems from simple situations. There are many questions that can be asked; for example, it is because of the way they are being taught the subject? My naive experiment results profoundly showed weaknesses in the children’s ability to apply logical reasoning to work out

Well, the problem lies in formulating mathematical problems from simple situations. There are many questions that can be asked; for example, it is because of the way they are being taught the subject? My naive experiment results profoundly showed weaknesses in the children’s ability to apply logical reasoning to work out simple operation like addition, division and multiplication bearing in mind that the two set of questions were in fact the same.

It only reasonable to conclude that their inability to perform excellently in the second set of questions may be due to more time and efforts being focus on computation than developing the art of formulating problems which is at the centre of the study of mathematics. I am not saying good foundation in computation is not necessarily in every sphere of life foundation is fundamental to gaining an expertise status in area of interest.

I am of the view that right from the word go children should be made aware of the difference between computation and mathematics. In a world of advanced computing power, learning how to formulate and questioning concepts through the art of logical reasoning will help many to embrace the study of mathematics.

Mathematics phobia by perception will be reduced if not eradicated. To be honest, there are those who fear numbers. The mere sight of numbers causes panic attacks- Arithmophobia.

 

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This is a medical condition of which I have no knowledge; however, I will make brief comments. It is clear by employing more variables and focusing more on the art of impacting mathematical knowledge and it applications can go a long to helping this group of people who suffer from this condition. It appears that mathematics phobia is real and can also be perceived. However, there are more avenues by which the perception aspect can be reduced or controlled.

By Philip A, private tutor in London.

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