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Retainer of Mathematics Instead of Proficient
V. Dahiya1
Section:Research Paper, Product Type: Isroset-Journal
Vol.6 ,
Issue.3 , pp.111-114, Jun-2019
CrossRef-DOI: https://doi.org/10.26438/ijsrmss/v6i3.111114
Online published on Jun 30, 2019
Copyright © V. Dahiya . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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IEEE Style Citation: V. Dahiya, “Retainer of Mathematics Instead of Proficient,” International Journal of Scientific Research in Mathematical and Statistical Sciences, Vol.6, Issue.3, pp.111-114, 2019.
MLA Style Citation: V. Dahiya "Retainer of Mathematics Instead of Proficient." International Journal of Scientific Research in Mathematical and Statistical Sciences 6.3 (2019): 111-114.
APA Style Citation: V. Dahiya, (2019). Retainer of Mathematics Instead of Proficient. International Journal of Scientific Research in Mathematical and Statistical Sciences, 6(3), 111-114.
BibTex Style Citation:
@article{Dahiya_2019,
author = {V. Dahiya},
title = {Retainer of Mathematics Instead of Proficient},
journal = {International Journal of Scientific Research in Mathematical and Statistical Sciences},
issue_date = {6 2019},
volume = {6},
Issue = {3},
month = {6},
year = {2019},
issn = {2347-2693},
pages = {111-114},
url = {https://www.isroset.org/journal/IJSRMSS/full_paper_view.php?paper_id=1333},
doi = {https://doi.org/10.26438/ijcse/v6i3.111114}
publisher = {IJCSE, Indore, INDIA},
}
RIS Style Citation:
TY - JOUR
DO = {https://doi.org/10.26438/ijcse/v6i3.111114}
UR - https://www.isroset.org/journal/IJSRMSS/full_paper_view.php?paper_id=1333
TI - Retainer of Mathematics Instead of Proficient
T2 - International Journal of Scientific Research in Mathematical and Statistical Sciences
AU - V. Dahiya
PY - 2019
DA - 2019/06/30
PB - IJCSE, Indore, INDIA
SP - 111-114
IS - 3
VL - 6
SN - 2347-2693
ER -
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Abstract :
In all school subjects, mathematics is such that its status is unique - but its position is contrary. At one hand, it is considered an essential and compulsory part of school education from Class 1 to class 10th. On the other hand, it is one of the toughest subject in school, and because of this, the fear of failure in the students is pervasive, even among adult/parents. According to the ASER report in 2018, the percentage of children in the age group of 6 to 14 years who did not enroll in the school has dropped from three percent to 2.8 percent. The paradox described above produces many questions. Some of them are: What is math and why should we teach it to school? Does the problem arising with school mathematics relate to the nature of mathematics, or the way it is taught, or is there anything to do with it? Can all children read mathematics at a certain level? What kind of mathematics should we teach in school? And how should you teach? In this paper it may be ambitious to try to answer all the questions above.
Key-Words / Index Term :
ASER, Mathematics, Education System
References :
[1]. Annual Status of Education Report (ASER) 2018.
[2]. M. Hughes, “Children and Number: Difficulties in Learning Mathematics”, B. Blackwell Publication, 1986.
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