Math teachers are very important in our society.

They build people who aspire to be an engineer,

architects, etc. What would happen if the people who pursue math majors extinct in the next few years?
This research aims to identify the factors why people avoid mathematics and other subjects. Several
pieces of research identify some factors that affect the relationship with math. Because of the alarming
enrollees in our school, we decided to take on as our research topic. We are the last batch of math
majors in our school and after we graduate, no one will continue to study to become a future math
teacher. Math has become an important asset in our lives and Because arithmetic and logical thinking
are the foundations of science and technology, mathematics has been viewed as a basic discipline. As a
result, educational authorities place a premium on students' computational and problem-solving
abilities. With this review, we identify the factors why people avoid mathematics and other math-
related subjects.

Sometimes age and genders can be a factor in learning in math. According to Frenzel et al. (2007) that
conducted a research to study gender differences in achievement emotions in the domain of
mathematics. The girls' low competency views and domain value of mathematics, along with their high
subjective values of accomplishment in mathematics, were found to be the cause of the female
emotional pattern. The structural connections between variables were mainly constant between
genders, according to multiple-group comparisons. In contrast Fennema and Sherman (1978) find that
The mathematics self-concept is linked to mathematical achievement. They also discovered that in high
school, guys have a stronger self-concept in mathematics than girls. In addition Maqsud and Khalique
(1991) find that there is a significant positive relationship between self-concept and attitude towards
mathematics for female groups, but no significant correlation between these variables for 28 male
groups was found. Samuelsson and Samuelsson (2016) discuss on two major objectives, ‘gender
differences between boys and girls in their perception of the classroom setting’ and ‘perception of
classroom settings in relation to achievement in mathematics and aspects of self-regulated learning
skills’. They learn from the first goal that guys felt more asked to influence their work circumstances
than girls, and that boys believed mathematics study included more group work than girls. In terms of
the relevance of the topic and its difficulty, there is a considerable variation in how boys and girls view
their connection to mathematics. Another goal was to investigate if a supportive group environment for
girls predicted high math grades more accurately than a supportive group environment for boys. Girls'
success was influenced more positively than boys' by participation and well articulated objectives. Boys
were more sensitive to great demands and group work than girls were.

On the other hand, some researchers point out that peer pressure, learning environment for math and
students feelings affect their relationship with math. According to (Dungan & Thurlow, 1989; Reynolds &
Walberg, 1992; Stuart, 2000). Peer pressure Peer pressure in mathematics affects all learners, successful
ones as well as those who are less successful. The effect of negative peer pressure has been recorded in
numerous articles. In this regard Stuart (2000) Peer attitudes were found to be one of the most
significant elements in students' mathematics success. And also according to Harris (1995) some
students are mocked by their classmates for taking difficult mathematics courses, while others are
pushed to pursue academic success in mathematics by their peers. A limited number of researchers also
have cited reasons for poor mathematics achievement among disadvantaged learners in the classroom
situation. According to Gourgey (1992) the following reasons were stated as poor achievement by many
learners, let alone among disadvantaged learners. · Feeling of being powerless when mistakes are made
and not knowing how to correct them. Distrust of own intuition. · Maths is emotionally charged, evoking
strong feelings of aversion and fear of failure. · Math is viewed as a topic that must be completed by
following algorithms imposed by a higher authority, rather than by comprehending the fundamental
logical concepts. The researcher of this study agrees with the opinion of Russell (1995) who remarks that
learning requires personal effort and learners need to understand that teachers, parents and peers
cannot do the work required of learners.

The learner’s environment for math is very important because of many students can be distracted easily
and have many beliefs that make them comfortable. Accordning to Robitaille and Garden (1989) point
out some factors that influence effectiveness of teachers, namely their teaching strategies, beliefs about
teaching, and the general classroom processes that provide an immediate learning environment for
mathematics. In this regard Dreckmeyr (1994: 67) A teaching strategy is defined as a comprehensive
teaching plan that encompasses all aspects of the instruction-learning events, including form, content,
categorization, principles, and tools. Teaching methods may be characterized in a variety of ways, such
as teacher-centered or learner-centered. Instructor-centered techniques are ones in which the teacher
has complete control over the situation. Learner-centered techniques are ones that allow students to
take a more active part in the learning process. In addition with this regard In this regard, Stein,
Leinhardt and Bickel (1989) suggest some factors in providing effective instruction for disadvantaged
learners, namely · They argue that the most important factor is the teacher. · Time on task. They suggest
that learners must be engaged in appropriate instruction for sufficient time to master the academic
skills. · The presentation of the lesson. Successful lessons include appropriate expectations, frequent
monitoring and helpful feedback. They also claim that the learner's whole educational experience
should be tailored to ensure optimum learning achievement for each person. By providing a secure and
stable school environment, the detrimental impacts of a disorganized home environment can be
mitigated. The alienation of the students may be alleviated by demonstrating genuine concern for them,
engaging them, and making the school their own.

The competencies in math can also be a huge deal to any individual because it makes you a
breakthrough in technologies, business deals and decision making in situations in life. Akinoso (2011)
viewed mathematics as the basis for science and technology and the tool for achieving scientific and
technological development. It may be in consideration of these and other vital usefulness of
mathematics that Federal Government of Nigeria made it a core and compulsory subject at all the levels
of 6-3-3 system of education in Nigeria as contained in the National Policy on Education (F.M.E., 2004)
which still remains the rallying point for all educational objectives in Nigeria. Despite its great
importance, it is the only subject that is most dreaded to learners among all subjects offered in schools
(Ashcraft and Faust, 1994; and Akinoso, 2011) As a result, students are more likely to respond with low
self-esteem, unpleasant feelings, and worry. This situation is exacerbated by the subject's compulsory
nature in primary and secondary schools, which leads to students' poor performance in the subject. The
persistent low success in mathematics at the primary and secondary school levels in Nigeria can be
ascribed to pupils' lack of interest in the subject. Interest has to do with the learner's readiness or
mastery of a subject-matter prior knowledge that allows them to cope with the subject-matter or
associated learning activity at a higher level (Idigo, 2010). This suggests that mathematics interest test
for senior secondary level has to do with mastering the prerequisite skills in junior secondary school
(JSS) level mathematics that can enable the JSS three students cope with further learning of
mathematics at the next higher level of mathematics teaching in senior secondary school one (SSI) level.
And mathematics interest test can be developed and used as an indicator of success in any mathematics
course (Idigo, E.C. 2010, Goolsby, 2013).