CHAPTER-1

INTRODUCTION

BAKGROUND OF THE STUDY

“Mathematics is itself a system of procedures for arriving at valid conclusion; it may

be looked upon as a system of logic. The students should therefore that what he will
study in this book are rules and method for arriving at valid conclusion on the basis
of given data.” L.O Kattsoff and A.J. Sinone (as cited in Ganit Shiksha Shastra
NCERT)

Mathematics is an important subject in school; it is a way of life. It is process

of actual thinking rather than the final product. In the words of David Wheeler (1982),
“It is more useful to know how to do mathematics than to know a lot of
mathematics.”Mathematics is the foundation of all natural science, innovations and art
of wisdom. Kothari Commission (1964-66) pointed out the need to reorganize the
Mathematics syllabus across all stages of schooling, conceptual understanding as
against computation and promotion of logical thinking‟. NPE (1986) has envisaged
that Mathematics should be visualized as the vehicle to train a child to think, to
reason, to articulate and analyses logically. Apart from being a specific subject, it
should be treated as concomitant to any subject involving analysis and synthesis.
Today, due to quantification of tools and techniques, Mathematics is important for
both as science and social science. That is why we can call Mathematics today a
“Powerful force”. This subject is very important as its application could be used in
science and technology and other areas of human efforts. Karlinger (1985) described
mathematics as the language of science, while Okebukola (1992) refers to
mathematics as the central intellectual discipline of the technological societies. Since
mathematics is the mother of science, it is important to give adequate attention to its
teaching and learning in our schools. According to Toumasis (1993), mathematics
education is essential not only for living effectively in the society but also for making
useful contribution towards the development of one‟s environment.

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Mathematics education has played a significant role in building our

civilization. The place of Mathematics in the history of any nation cannot be
undermphasized because it is linked with the pace of development of that nation.
Developing Children‟s abilities for Mathematics is the main goal of Mathematics
education. The narrow aim of the school mathematics is to develop useful capabilities,
particularly relating to measurement, number, number operations, decimals and
percentage. The higher aim mathematics is developing the child reasoning to think
and reason mathematically, to pursue assumption to their logical conclusion and to
handle abstraction.

1.2 MEANING OF MATHEMATICS

What is mathematics? Why the knowledge of mathematics is provided? And

what is its nature? There is no single definition of Mathematics which is universally
accepted. There are many definition of Mathematics; some define mathematics as the
science of calculation, some as science of space and number and some as science of
measurement, magnitude and direction. In fact the meaning of the word Mathematics
is “The science in which the calculation is prime.” In this way on the basis of these
assumptions, we can say that Mathematics is the science of number, word sign etc.
with which we can know about magnitude, direction and space. It is indicated in NPE
(1986) as follows “Mathematics should be visualized as the vehicle to train a child to
think, reason, analyze, and articulate logically apart from being a specific subject
involving analysis and meaning.”

The word „Mathematics‟ has different meaning to different people. People

perceive mathematics according to their own experiences and these experiences differ
from person to person. Most of people come across only certain aspect of
Mathematics to which nature of mathematics has special significance. In Hindi, we
can define Mathematics as „Ganita‟ meaning is science of calculation. The term
Mathematics as defined in Oxford Dictionary “Mathematics is the science of
measurement, quantity and magnitude.”

According to Webster‟s Dictionary, “Mathematics is the science of number

and their operations, interrelations, combinations, generalizations and abstraction and

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of space configuration and their structure, measurement, transformation and

generalizations”(as cited in Siyaram Yadey 2008, p.2).

According to Burtrand Russel, “Mathematics may be defined as the subject in

whom we never know what we are talking about, nor whether what we are saying is
true.”

According to Lock, “Mathematics is the way to settle in the mind of children a

habit of reasoning.”

Keyser says, “Symbolic logic is mathematics; mathematics is symbolic logic”.

Lindsay says, Mathematics is the language of physical science and certainly no more
marvellous language was ever created by the human mind”

These definitions of mathematics can help us to categorise and explain the

concept of mathematics as

 Mathematics as the science of magnitude and numbers.

 Mathematics as the science of quantity and space.
 Mathematics as an important means of generalisation.
 Mathematics as the means to draw conclusion and judgement.
 Mathematics as the perfection of generalisation.
 Mathematics as the science of logical reasoning

Therefore, we can say that the mathematics is a systematically organised

branch of science. This science is a by- product of our empirical knowledge. From
observation of our physical and social environment we form certain intuitive ideas or
notions. These may be termed as self evident truth as they are beyond subjectivity.
With these postulates and axioms and by a process of reasoning, we move upwards
and work out mathematical result at the abstract level. Therefore mathematics is
called the science of reasoning.

1.3 NATURE OF MATHEMATICS

The nature of any discipline has significant impact on its pedagogy.

Mathematics reveals hidden pattern that help us to understand the world around us.
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Thus mathematics is the study of pattern and order dealing with numbers, geometric
objects, forms, algorithms and change. As a systematic study of abstract object and
phenomena, mathematics relies on logical reasoning rather than observation as its
measure of validity of truth; yet it employs observation, simulation and even
experimentation as means of discovering truth. The special role of mathematics in
education is a consequence of its universal applicability. Mathematics empowers us to
understand the information loaded world in which we live in a systematic and logical
manner.

Mathematics is a basic survival- skill, which is essential in our various walks

of life. A person devoid of numeracy is greatly handicapped in the struggle for
survival. Mathematics holds a central position in the field of knowledge; it enriches
every branch of knowledge by its sophisticated techniques and approaches towards
accurate qualification.

It is the numerical and calculation part of human's life and knowledge. It helps
the human to provide exact interpretation to their ideas and conclusions. It deals with
quantitative facts and relationship as well as with problems involving space.
Mathematics is also called as the science of logical reasoning in which we approach to
everything with a question mark in our mind.

Thus, man has the ability to assign symbols for object and ideas. There are
many symbols which are used in mathematics.

The students must be made familiar with them so that they are in a position to
understand mathematical processes and conclusions and mathematics literature. Many
of them loose interest in the subject because of their inability to understand
mathematical language and symbolism.

Mathematics is significant for both a scholar and layman, though their

perceptions differ. Polya (1948) observes that “Mathematics presented in Euclidian
way appears as s systematic deductive science, but mathematics in the making
appears as an experimental inductive science”.

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Mathematics is a science and also an art. As a way of thinking it can be used

to determine whether or not an idea is true or at least probably true and as a way of
reasoning it gives us insight into the powers of the human mind.

Mathematics is also of intrinsic nature. Dienes, (1960): “Mathematics is based

on experience; it is the crystallisation of relationship into a beautifully regular
structure distilled from our actual contact with the word”.

Finally it can be concluded that mathematics has got a number of

characteristics such as abstractness, objectivity, symbolism, logical structure and
brevity.

1.4 OBJECTIVES OF MATHEMATICS EDUCATION AT SECONDARY

LEVEL

The objectives of mathematics education at secondary school level are given

below (as cited in Pedagogy of Mathematics, NCERT)

 To develop the abilities to analyze, think and reason; and study mathematics
systematically among students.
 To develop the understanding skill for applying mathematics to real life situation.
 To encourage the learning of structures through practical and behavioral situation.
 To develop a positive attitude towards a study of mathematics.
 To develop investigative skills among students.
 To develop ability to write interpret theorem for problem solving.
 To develop comprehension ability, power to analyze synthesize evaluate, and
make generalizations ability in solving mathematical problems.
 To develop ability for apply mathematical knowledge and skills to familiar and
unfamiliar situations in daily life.
 To acquire knowledge and skills for mathematics in higher education and
programs.
 To develop necessary skill to use computers and mathematical software in
learning and problem solving.
 To develop an ability to communicate the mathematical ideas with others.
 To apply integrated knowledge of mathematics is solving problems related real
life.
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 To understand the quantitative aspects of his environment for active participation.

 To develop in the students a scientific and realistic attitude towards life.
 To develop in the students the habit of economical, purposive, constructive,
creative, productive and simple living.

Paul Ernest (2000) has given four objective of mathematics in secondary school level.
(as Cited in Pradeep, P. 23)

 To developed mathematical skill and knowledge based capability.

 To develop creative capabilities in Mathematics.
 To develop empowering Mathematical Capabilities and a critical appreciation of
the social application and uses of Mathematics.
 To develop an inner appreciation of Mathematics its big ideas and nature.

1.5 PLACE OF MATHEMATICS IN SCHOOL CURRICULUM

Mathematics is the rudimentary mandatory subject for the acquiring of

scientific knowledge and technological importance. This knowledge as brought about
a tremendous industrial and technological revolution, which has affected the mode of
living of human, as well as his thinking and life style. Mathematics is not only a
subject of study, but today, it has become the language of communication and thought
processes. Language of mathematics shows the nature of human, if he is not aware of
this language then he cannot be considered illiterate.

According to Roger Becon, “Mathematics is the gateway and key of the

sciences, neglect of mathematics works injury to all knowledge; since one who is
ignorant of it cannot know the other things of the world, and what is worse, men who
thus ignorant are unable to perceive their own ignorance and so do not seek a remedy.
(as cited in Pradeep, P. 30)

Some people believe that mathematics is a difficult subject, i.e. it‟s require
special ability and intelligence; therefore all people should not be burdened with the
study of this subject; everybody will not be able to learn mathematics successfully.
Researches shows that the pass percentage in this subject is very low but since the
knowledge of basics of mathematics and skill to use them are the preliminary

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requirements of a human being in any society of present time. Man cannot lead his
daily life activities very well without basic knowledge of mathematics. A common
man can do well various activities without learning how to read and write but, he can
never pull without learning how to count and calculate. A person may belong to any
kind and class of society but, he utilises knowledge of mathematics in one form or
another. So, there is unavoidable practical utility of mathematics in human life.

Following are the reasons for putting mathematics in school curriculum

 Most of the occupations, by which the needs of people are fulfilled, cannot run
without knowledge of mathematics (calculation).
 The entire business and commercial system is based on the knowledge of
mathematics.
 It is correlated with other subject, so it is helpful in the study of other subject.
 The progress of a nation demands upon the progress of mathematics.
 Mathematics increases the mental ability, reasoning ability in the students.
 Mathematics is correlated with other subject. It provides basis to the progress
of other disciplines.
 The knowledge of other branches of mathematics such as geometry,
trigonometry, arithmetic, statistics ,dynamics etc are widely used in the study
of different discipline e.g art, commerce and social sciences.
 All scientific and technological progress is based on the mathematics.
 Mathematical knowledge is developed by our sense organs. Its helps to study
of natural phenomena.
 Mathematics helps in the self- evaluation of the students.
 It helps the man to give exact interpretation to his ideas and conclusions.

1.6 PHOBIA

The term Phobia originated from the word „Phobus‟ with its root in Greek,
meaning fear, terror or panic, but a phobia is more than this, since all persons
experience fear or terror occasionally. Phobia is the fear or anxiety disorder, which
causes avoidance and panic. Mathematics phobia is regarded as fear of Mathematics

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in student. It deals with the psychological dimension of learning. It is important for

educator to identify this factor in enhancing Mathematics interest of student.

Phobia is extreme and irrational fear of a particular object, class of objects, or

situation. Some have classified this Phobia as a type of anxiety disorder (a neurosis),
since anxiety is its chief symptom. Phobias are generally believed to result when fear
produced by an original threatening is transferred to other similar situation, the
original fear often being repressed or forgotten. Behaviours therapy can be helpful in
overcoming phobias, the phobic person being gradually exposed to the anxiety
provoking object or situation in a way that demonstrates that no threat really exists.

“Psychoneurotic Anxiety experienced when some special object or situation, such as a

certain street or the darkness is encountered” (as cited C.V. Good, 1973).

1.7 TYPE OF PHOBIA

Freud (1895) given two group of phobias which is given below

1. Common phobia (which are fear of thing, and commonly feared such as
darkness and solitude.)
2. Specific phobias ( fear of situation not feared healthy people such as open
places)

There are some following common phobias and their object will give some
hint of the verity of situation, object and events around which phobias may canter.

Algophobia : fear of pain

Astraphobia: fear of thunder, lightning and storm

Acrophobia: fear of high places

Agoraphobia: fear of open places

Claustrophobia: fear of close places

Hematophobia: fear of blood

Mysophobia: fear of contamination or germs

Monophobia: fear of being alone

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Nyctophobia: fear of darkness

Ocholophobia: fear of crowds

Pathophobia: fear of disease

Pyrophobia: fear of fire

Syphilophobia: fear of syphilis

Zoophobia: fear of animals or some particular animal

This classification of phobias was accepted widely until the 1960‟s when the
use of behaviour therapy to treat the condition led to an increase interest in
classification. (as cited in thesis Surendra Nath Dubey, p.29)

Similarly Mathematics phobia is indicating the fear of mathematics but exact meaning
is very broad.

1.8 MATHEMATICS PHOBIA

Studies indicated student‟s beliefs that mathematics is difficult subject.

Ashcraft (2002) found in his study that, it was common to perceive Mathematics as a
difficult subject and some students avoided solving mathematical problem. Ernest
Lim Seng (2015) cited Ramirez etal. (2013), Devine etal. (2012), long (2012) that
mathematics anxiety developed during the primary school years affected a notable
proportion of students at pre - university levels. (Studies indicated that anxiety as a
predictor of academic achievement in subject of science and mathematics.) X. Luo, &
Z.luo (2009) as cited in Ernest Lim Seng (2015) indicated that mathematics anxiety
and mathematics phobia negatively correlated with mathematics performance. The
learning of mathematics depends on the way it is presented to the learner, the way the
students activity interact with the learning experience presented to him and the
environment within the student takes place. According to Abdullahi (1985), the
results of student in mathematics in secondary school have been poor over the
decades. Various causes have been given by the people for the poor performance of
students in mathematics. Like, shortage of mathematics textbook that suit the
compression level of students Fajemidagba (1991), nature of the subject and nature of
the examination question , strategy used for students by teachers Ogunniyi (1985)

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poor teaching methods Olaeye (1997), lack of problem solving ability Abimbade
(1997), and negative attitude toward the mathematics. These problems have
encouraged mathematics educators to pay more attention to how to improve the
teaching and learning of mathematics at various levels especially school. They have
suggested a number of methods that include the use of mastery learning approach
Akinsola (1994). Socio-economic background of the students also affected the
achievement of the students. And also suggest that positive attitude towards their
children contribute the important role in child achievement in the mathematics.
Mathematics is often considered as a difficult subject in school Pradeep (2012).
However, the student‟s interest and weakness in Mathematics could affect various
sectors. Large numbers of student have a fear and anxiety towards Mathematics and
find difficulties in understanding it, this results in a phobia which can be termed as
Mathematics phobia. .

Mathematics phobia, which is exhibited by many students, is the persistent,

illogical, intense fear of not succeeding in mathematics. Students find lots of problems
and difficulties in understanding the concept of mathematics, remembering the
formula, solving the problems and applying it in practical situation. It is seen that
students are doing well in all other subject but fail to do so in mathematics. One of the
reasons is fear and anxiety towards the subject. Students generally develop this
anxiety in their school life and carry this phobia through their life.

Mathematics phobia is „fear‟ of mathematics. It is usually defined as a

persistent fear of mathematical problem in which the sufferer commits to great lengths
in avoiding, typically disproportional to the actual danger posed, often being
recognized as irrational. In this event the phobia cannot be avoided entirely, the
sufferer will endure the mathematical problem with marked distress and significant
interference in social or occupational activities.

A student‟s foundation and base of the subject is built in his/her early stage of
life. If the foundation is not strong, student faces troubles and difficulties in learning
higher order mathematics in collage level. In what case fear and anxiety develops in
student‟s mind and it affect in attitude towards the subject. Students start disliking the
subject, do not study and practice the subject which overall leads in poor performance
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in their examinations. In other word, this fear and anxiety is also called “Mathematics
Phobia.”

Mathematics phobia is regarded as fear of Mathematics in student. It deals

with the psychological dimension of learning. It is important for educator to identify
this factor in enhancing Mathematics interest of student. Mathematics phobia
indicates psychologically a negative mind-set toward solving Mathematical problems
which impact on student's learning practices and outcomes. Mathematics Phobia is
regarded as fear of Mathematics which may result in weakness in mathematics.
Mathematics phobia or anxiety is a felling of tension, apprehension or fear that
interferes with math performance. Mark H. Ashcraft (2002). Mathematics Phobia as
the level of discomfort that occurs among student in response to situation involving
Mathematic tasks which is seen as a threat to their self-ability Trujillo & Hadfield
(1999).

Mathematics phobic individuals are characterized by a strong tendency to

avoid mathematics, it create distance between student and Mathematics subject.
Mathematics phobia disrupts cognitive processing by compromising ongoing activity
in working memory. Mathematics test phobia also contributed to the prediction of
achievement in Mathematics. According to finding of Noting (2006) and Spikell
(1993) where pressure of timed test and risk of public embarrassment produce tension
among students.

Therefore we can define mathematics phobia "as a feeling of tension and that
interfere with the manipulation of numbers and the solving mathematical problem in
open variety of societal life and academic situation. It was mentioned as fear and
apprehension, mathematical anxiety, considered a fear and phobia, produces a
negative response specific to the learning, or doing on mathematical activities that
interferes with performance.(Tobias &Weissbord (1980) defined math anxiety as
panic helplessness, paralysis and mental disorganization that arise at the time of
solving mathematical problems. Large numbers of student have a fear and anxiety
towards Mathematics and find difficulties in understanding it, this result in avoidance
of mathematics as a subject and leads to anxiety while studying it.

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1.9 FACTOR RELATED MATHEMATICS PHOBIA IN STUDENTS

After going through researches some factor related to Mathematics Phobia

were identified which are given below

 Students have fear of Mathematics, and Mathematics tutors can cause lot of
scare in students.

 Mathematics Phobia is observed not only in the school and college going
students but also among the research scholars.

 Mathematics phobia can be regarded as fear of the subject in a student, which

is related to anxiety.

 Mathematics Phobia is common due to lack of variety in teaching methods in

Mathematics.

 Nervousness in the students regarding Mathematics subject.

 Socio economic factors of students play an important role in achievement in

the subject of Mathematics.

 Students in the economically weaker sections undergo this fear even more.

 Lack of experienced Mathematics teachers in schools and their strict

behaviour with students is one of major causes of Mathematics Phobia.

 Some of the Mathematics teachers do not prepare themselves adequately

before going to teach in the class.

 Few teachers do not try to establish a congenial relationship with students.

 Many students develop fear of Mathematics if they are unable to score well.

 Peer pressure is also one of the causes as if their performance is not up to the
mark, peers tease them.

Studies have found that student learn well when they are active rather than
passive learners. Students must be engaged in exploring, thinking practicing and using

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knowledge rather than listening to verbal description of concept. Researcher suggests

that games and activities should be included in mathematics classes.

1.10 DIMENSIONS OF MATHEMATICS PHOBIA

Mathematics Phobia is regarded as mathematics weakness in students. It deals

with the psychological dimension of learning. On going through literature
Mathematics Phobia can be divided into three dimensions i.e. Academic,
Psychological and Social. These dimensions have the following factor-

1.10.1 Teaching methods

Teaching methods used in any particular context are largely determined by the
objectives that the relevant educational system is trying to achieve. Without using an
appropriate method, students cannot achieve whole objective of Mathematics.
Mathematics teaching method can play a major role in the achievement of the student.
Due to use of inappropriate teaching methods student gain less mark in the
examination repeatedly. And it creates temperament of disliking the subject by the
students because of obtaining less mark in Mathematics. The students begin to avoid
mathematics subjects. It creates fear and anxiety in students. Pathological fear in
mathematics is very real and occurs among secondary school students. Much of these
fears happen in the class due to lack of consideration of different learning style of
students by the teachers Yaha & Fasai (2012)

1.10.2 Overcrowding in Mathematics Class

Today, there are a large number of students in every class in schools. Because
of which the teachers of mathematics is not well aware of individual difference in all
the students. As a result students start lagging behind. Due to low marks, his interest
in mathematics starts decreasing. Gradually they get a fear of Mathematics which
gradually takes the form of phobia. A maximum of 30 to 40 students can stay in an
ideal class room. Gbolagade &Waheed (2013) found in his study overcrowding in
mathematics classroom is the causes of mathematics phobia.

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1.10.3 Learning Mathematics in afternoon periods

When the school teach mathematics in afternoon period, the students are tired
so they are not able to comprehend difficult subjects like Mathematics, Science etc.
This is also the cause of fear of mathematics in student Olaniyan & Salman (2015).

1.10.4 Believing Mathematics as a difficult subject

Most of the children think that mathematics is a very difficult subject, it

cannot be studied by all students, and only students with certain minimum ability can
study it. This type of perception is in their mind that Mathematics is a very abstract
subject. This kind of thinking arises because of repetitive saying of the family, friend,
teacher, or other persons in the society. Mathematics phobia is also caused by the
perceived nature of maths being abstract Olaniyan Salman (2015).

1.10.5 Lack of practical activities in mathematics classrooms

In school, absence of proper mathematical laboratory plays a vital role in

understanding mathematical concept in class. Boruach & Saikila (2014) in her study
found that lack of practical classroom facilities is one of the causes of the
mathematics phobia.

1.10.6 Peer pressure embracement in society

Most of the students do not opt mathematics as they make wrong perception
about them. Since they think that if their performance is not good then peers will tease
those Wigfield & Meece (1988).

1.10.7 Instructional material and appropriate teaching aid

A teaching aid is a tool used by the teachers to help learners improve reading
and other skills illustrate or reinforce a skill, ideas, fact and relive anxiety and fear of
the subjects. Gbologade & Waheed (2013) found in his study absence of instructional
material during mathematics teaching created fear in student in secondary school
student.

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1.10.8 Teacher student's relationship

The teacher student relationship is very important for children. Children spend
approximately 5 to 7 hours a day with a school teacher for almost 10 months teacher
students' relationship plays vital role in the whole achievement of the students. If the
teacher and student have a good relationship then the student is active in learning the
subject. Olaniyan Salman (2015) found that mathematics phobia among students is
caused by poor students-teacher relationship, non-conducive environment for
mathematics class, insufficient preparation on the part of teachers before going to
class.

1.10.9 Poor self esteem & lack of motivation

Self-esteem reflects a person's overall subjective emotional evaluation of his

or her own worth. It is a judgment of oneself as well as an attitude toward the self.
Self-esteem encompasses belief about oneself. In secondary school there is lack of
confidence in teachers Praveen Trivedi (2012) and due to lack of proper preparation;
they could not teach the students properly.

1.10.10 Support and encouragement provided by parent and family

It is often seen that students cannot get proper support and encouragement
from their family members at home. The result is that the students do not do
homework at home and often get frustrated when they get less mark in mathematics
exams, at that time they need a lot of encouragement from their families. At this time,
if the family does not given proper attention on the student, then the students suffers
from mathematics phobia.

1.10.11 Maths as a punishment

Furner and Bermon (2003) have found that assignment of math problem as
punishment for misbehaviour lead to mathematics phobia. Woodard (2004) have
found that Lack of variety of assessment this too creates mathematics phobia in
student.

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1.11 RATIONALE OF THE STUDY

Mathematics phobia is regarded as fear of Mathematics which may result in

weakness in Mathematics. It is a mental stress which affects achievement of the
students. Ramachandran,(2005); Gbologade & Waheed, Sangoniny, (2013) in their
study found that there is significant influence on student of phobia for Mathematics.
Factors like, strictness of Mathematics teacher, incompetence on the part of
Mathematics teacher, absence in instructional material during Mathematics teaching,
laziness on the part of Mathematics teacher, overcrowded Mathematics classroom,
learning Mathematics in afternoon period, poor implementation of policies by
Government, absence of ICT facilities and Mathematics laboratory in school, absence
of counsellors in school, too wide Mathematics Curriculum and incessant strikes of
teachers are causes of this phobia.

Another study conducted by Francis (2008), found that Mathematical test

phobia had significant contribution and could predict achievement in Mathematics.
Noting (2006); Spikell (1993) found that pressure of timed test and risk of public
embracement produced tension among students. Bornstein (2011) had found that
confidence and trust in students‟ ability in Mathematics can play a major role in
understanding of Mathematics. Many children get the impression that Mathematics is
an abstract and difficult subject so fear of Mathematics is created in their mind.
Harbor (2001); Bornstein (2011); Burke & Dunn (2002); Protheroe (2007) found that
to understand mathematical concept well daily or regular practice is essential. Yahiya
(2012) found that fear of Mathematics happens in the classroom due to lack of
consideration of different learning style of the student by the teacher, and persistent
failure in mathematics contribute pathological fear in Mathematics. Yahya (2012);
Ramachandran (2005) found there is no significant difference in Mathematics phobia
with respect to gender, type of Management, Religion, type of families, educational
qualification, parents occupation, differences in parent‟s annual income. But also find
significant difference in locality of school, type of management (Government and
self-finance). There is no significant relationship between Mathematics phobia, Self
Efficacy and Family Acceptance. Green (1990); Hembree (1990); Mevarech Silber &
Fine (1991); Norwood (1994); Wigfield & Meece, (1998) above researchers found

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that Mathematical Anxiety has negative relationship with Mathematics performance

and achievement. Nearly similar result was found by Wigfield & Meece (1988) that
when students are under pressure, their stress level rises, therefore, they feel more
anxiety or fear, this could have a negative effect on their Mathematics test score or
achievement. Olaniyan & Salman (2015) conducted a study in Nigeria and found
Mathematics Phobia from student perspective. It is caused by difficulty in solving
Mathematics-Problem privately, student forgetting the required step in solving
Mathematics Problem, belief system that Mathematics is difficult, poor student-
teacher relation, unconducive environment for math‟s class, insufficient preparation
on the part of the teacher before going to class, limited time for math class on time
table, poor math‟s background of student, most Mathematics teacher are not math-
specialist. On the basis of above discussion, it is clear that there are some causes of
Mathematics Phobia, which needs to be searched & studied in Indian context to find
the solution for Mathematics phobia.

The investigator has found several studies on this topic in foreign context but
very few in Indian contexts. Researcher could not find any study related to
mathematics phobia in Varanasi therefore, the researcher has decided to conduct the
proposed research and seek the answer of following research questions.

1.12 RESEARCH QUESTIONS

In the present study the following research questions were formed.

1. What is the level, symptoms and causes of Mathematics phobia in Secondary

School Students?
2. What are the Perceptions of Secondary School Teachers about the causes of
Mathematics phobia among secondary school students?
3. What measures can be taken to reduce Mathematics phobia in Secondary
School Students?

1.13 STATEMENT OF THE PROBLEM

In the context of above rationale and research questions the problem has been
precisely stated as:

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“A Study of Mathematics Phobia among Secondary School Students of

Varanasi”

1.14 OPERATIONAL DEFINITIONS OF THE KEY TERMS USED

The Key terms used in the study has been operationally defined as follows

Mathematics Phobia

Mathematics Phobia refers to the discomfort, apprehension and fear the

students feel while doing and studying mathematics. In this study it was measured by
the total score obtained by the students on Mathematics Phobia Scale.

Secondary School Students

In the present study Secondary School Students refers to the students studying
in Class IX in CBSE and UP Board SchoolS during session 2017-18.

Varanasi:

Varanasi is considered as Varanasi district of state of Uttar Pradesh in India

1.15 OBJECTIVES OF THE STUDY

The main objectives of the present study are as follows-

1. To identify levels of Mathematics Phobia among Secondary School Students.

2. To study the Symptoms of Mathematics Phobia among Secondary School

Students.

3. To study the Causes of Mathematics Phobia among Secondary School Students.

4. To study the Perception of Secondary School Teachers about the causes of

Mathematics Phobia in secondary school students.

5. To suggest the measures that can be taken to reduce Mathematics Phobia among
Secondary School Students.

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1.16 HYPOTHESES

The following null hypotheses were constituted and tested at 0.05 level of
significance

H01: There is no significant difference between Mathematics phobia score of male

and female students having high mathematics phobia.

H02: There is no significant difference between Mathematics phobia score of

government and private school students having high mathematics phobia.

H03: There is no significant difference between Mathematics phobia score of UP

Board and CBSE Board Students having high mathematics phobia.

H04: There is no significant difference between Mathematics phobia score of Urban

and Rural students having high mathematics phobia.

1.17 METHODOLOGY OF THE STUDY

1.17.1 Methods:

The mixed method research (quantitative and qualitative) has been used in the
present study. Descriptive survey method was used to find out the level of
Mathematics phobia in students and then detailed study was done of those students
having high level of Mathematics phobia. Later only those students were selected for
studying causes and symptoms of Mathematics phobia who had high Mathematics
phobia.

1.17.2 Population

Population of the study consisted of all students of Class IX at secondary level

and all teacher who taught Mathematics subject in secondary and higher secondary
level of CBSE and UP Board school in Varanasi district.

1.17.3 Sample and Sampling Technique

Sample from the population was selected in two phases.

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 Introduction

i. In first phase, simple random sampling technique was used to select 872
students from 20 schools of Varanasi district to identify the students suffering
from Mathematics Phobia.
ii. For the second phase, purposive sampling was used to study 157 students who
were identified as having high level of Mathematics phobia from first phase,
to see the causes and symptoms.

A sample of 100 mathematics teachers of 50 secondary schools of Varanasi was

also considered by means of incidental sampling. These teachers were those
teachers who were teaching mathematics at secondary and high secondary classes.

1.17.4 Tools used in the study

The following tools were developed by the researcher in guidance of expert,

for collecting data.

1. Mathematics Phobia Scale (MPS). This scale was designed for students to
know the causes, symptoms and level of mathematics phobia. This scale
includes 39 items of mathematics phobia. It has reliability of 0.85. At end an
open ended item was included to know the causes and symptoms.
2. Mathematics Phobia Causes Perception Scale (MPCPS). This scale was
designed for teachers to know about the perception about causes and
symptoms of mathematics phobia in students. This scale has 34 items and it
has reliability of 0.74. At end one open ended item was included for
suggesting the measures that can be taken to reduce mathematics phobia
among secondary school students.

1.17.5 Techniques of data analysis and statistics used

In the present study, the researcher has used statistical techniques like mean,
median, mode, S.D, t-test chi squire test to analyze the data collected from
mathematics phobia scale. Content analysis, frequency and percentage were used for
the data obtained from open ended questions of second part of the tool MPS and
MPCPS.

1.18 DELIMITATIONS OF THE STUDY

The study has following delimitations:

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 Introduction

 Students of only class IX studying through regular mode of schools of

Varanasi district were included in the sample.
 Detailed study was confined to only those students having high level of
Mathematics Phobia.
 The study was delimited to the teachers who taught mathematics at secondary
and higher secondary schools of UP Board and CBSE Board.
 Sample was taken for academic session 2017-2018 only.

1.19 CHAPTERIZATION OF THE STUDY

The present study has divided in five chapters which is in detailed as follows.

Introduction is the first chapter its deals with the significance, need of the study and
also included in this chapter objectives, research questions, population, sample and
delimitation.

Review of related literature is the second chapter it deals the detailed resume of
related literature of the study.

Design of the study is the third chapter which deals the methods, tools & techniques,
population, sample of the study.etc of the study.

Data analysis, result and interpretation are the fourth chapter which deals analysis
and presentation in table form after that interpretation presentation.

The last chapter is Summary, Findings, Conclusion, which deals Summary,

educational implication and suggestion for further researches.

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 Introduction

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