ASSERTION: I LOVE ENGLISH BUT I HATE MATH

Opinions:
 Both English and Math Subject written in English Language but
sometimes I can't understand Math maybe because I am more focus on
my English subject.
 Math and English subject are the same spoken and explained in English
language but Math has its own formulas to solve its problems, while
English has its own meanings which we can see in other books or
dictionaries.
 For me I can easily find a solution to my English explanation than to find a
solution to my Math problems/situations.
 English and Mathematics give the same knowledge to the students/people
but in different ways. English give answers through explanations and
giving meaning to each words or phrase or sentence while Mathematics
are vary in a formula. Math problems has its formula which is written in
numbers or sometimes with letters such as X,Y and Z which I cannot
understand most.
 I prefer English subject for it studies more on writings, literature, poems,
poetry, stories which I love to read Mathematics subject give me a
headache whenever I saw the problems in my papers which I am difficult
to solve.

Facts:
 English and mathematics are same difficult subject.
 English subject are more on words, Letters, explanations, etc. while
mathematics are more on numbers I solving a solutions.
 English subject is more on literature, poetry, poems or writings while
mathematics are more on quantities, shapes and mathematics are the
science of numbers.
 English and mathematics subject are both enjoyable in different ways if we
give interest to both of this.
 ACADEMIC PERFORMANCE

Assertion: I Love English But I hate Math

Sometimes I can’t understand in Math it’s because I will focus in English. The
math sometimes here give the solution and problems same in English but I can’t give
the solution in Math how to solve in calculate the number of them but in English they
have a problem and solution how will you learn to give the report of other. English
subject gives a knowledge in all student it’s because in how to train your brain to
speech and spoken the language but Mathematics they should have a many problem to
how to solve and give the difficult number, you them here solve it first in front of your
teacher and classmates. Sometimes you are remember in our mind to how to make the
solve your problem in Math in English but here same situation both of us I’m sure the
English subject and Math subject are nice combination.

I love a leading and provocative title, but I will assuage all those maths
teachers nice and early that this is not an attack. Indeed, it is quite the opposite. It is
robust defense of math's and the teaching and learning of mathematics. You heard it
right. I’m an English teacher writing in defence of maths.

Now, as a subject leader of English, I am acutely conscious of the pressures

faced by core subject teachers, in both English and maths. In many ways, I recognize
that it is not really a fair playing field. One key critical factor, which as a teacher of
children (and not just English) irks me greatly, is that society supports and celebrates
the majesty of reading and writing, but it openly scorns mathematical study. The weight
of culture actually militates against the learning of mathematics.

The impact of cultural conditioning cannot be underestimated and the

stigmatizing power of language cuts deep and endures. One small failure on their part
is that they “couldn’t do maths”. Familiar refrain passed readily on to me. Does this
sound familiar?

There is a widespread societal acceptance that mathematics cannot be learnt

easily, if at all. Not like those ‘natural’ subjects like English, or art, or PE. Of course, all
of this is nonsense. As is the stereotype that those ‘blessed’ with mathematical skill are
geniuses. From birth, children are indoctrinated with this closed system of thought,
which of course becomes a self-fulfilling prophesy. Anyone who has read Carole
Dweck’s Mindset will be fully versed in the destructive power of such culturally
vindicated language.

The difficult thinking and challenges involved in attending maths lessons.

Students therefore avoid what WB Yeats termed “the fascination of what’s difficult”.
This principal applies to maths and children are only vindicated in their avoidance of
tackling the subject by negative cultural language and stereotypes.