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Many people enjoy maths at school and out of school as well. Some of us will probably use mathematical language comfortably. Many of
parents will teach children to understand basic concepts such as counting numbers and simple fractions at a young age. Many children do
enjoy Maths like anything. And some have problems, when Maths graduates to complex fractions. But Unfortunately, a large section of the
population found school maths so confusing and so distressing, that they avoid anything remotely mathematical. Though fear of maths can
affect anyone, a certain research found that especially women and people of colour tend to drop out of maths or even opt out of careers
that would involve having to do a minimum of maths, such as the mandatory maths or stats courses in science, medicine, commerce and
even social sciences. Mathematics is more often widely recognized as a problem area. In many parts of India, maximum failures at
matriculation are in mathematics. And mathematics is compulsory for matriculation. As a consequence every child who enters the
educational system has to study it till the matriculation level

What Is Mathematics ?
Simply put, Mathematics is a discipline which deals with the logic of quantity and shape and arrangement. Moreover it is the underlying
structure of the world, which we see in patterns, shapes, quantities and intelligent guesses. Maths when presented in the classroom or in a
textbook, is often a formal, precise, and disciplined step by step progression to a logical conclusion. But according to Experts these are
completely arti cial, complex methods compounded to give students practice in applying algebraic code. The reason they are arti cial is
the dif culty in nding actual problems in everyday living that require algebra

Why is it Needed ?
We need to understand the concepts of numbers and quantities because we require it for our daily routines. Our lives are governed by
Time and to understand Time we need Maths. Maths is all around us. We see patterns in art and music. Businesses need to make intelligent
guesses or estimates of how much something is going to cost, how many people need their products, how fast it is going to sell. We need to
keep track of our bank accounts, and ensure we do not spend more than our income. Our activities like baking cakes, decorating a room
etc. are based on the Quantity and Time required which again requires maths.
Why do we need to study calculus and higher algebra and trigonometry and even complex arithmetic such as long division?
We Probably do not need it. Unless we are going to study higher maths, we have no need to know any of these things. So even if you failed
in maths years ago and have forgotten everything you learned at school, you don't need to worry. As Basic Maths is enough which is going
to be the most used anyway.

What are the Causes of Fear of Maths

1. Inherited Trait - In an observation students assimilated more complex concepts and skills that they used in daily life and they
simultaneously failed to assimilate relatively simple concepts which they encountered in formal mathematics. It was clear that this is
concerned with the absence of opportunities to learn formal mathematics in a natural way at home of the child. In fact the interactions
within the family and members tend to prepare a child to dislike mathematics as either one or both or some family member itself hated
maths. This trait gets picked up by the child even though he may be good at maths.
2. Community In uence - Most of us look at mathematics as a subject which is too formal, it is required for calculations or for taking
higher courses. This negative repute makes the subject appear dry and utilitarian to children. We do talk of neighbors and other
relationships between individuals but do not describe number work as nding relationships between numbers. Social interactions in
society tend to prepare the child to dislike mathematics through assigning, time and again, a variety of negative adjectives like dry, dif cult,
boring, etc. to describe mathematics in general.
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3. Low Self Esteem - A students brain makes a high speed microsecond evaluation of the word problem and declares it as nonsense. It
does not make sense. Then the brain makes a secondary evaluation - The Teacher and other students are comfortable. They seem
convinced that the problem is relevant and worthwhile. It must be something wrong with me . I dont understand. I guess Im no good at
maths. Another myth causing this low self esteem is the math gene - some have and others do not. Hence, only geniuses are capable of
creating or understanding formulas and equations
4. Lack of Analogies - Analogies play to the right brain and are exciting because they enable understanding in the very rst exposure of any
concept in any eld. For example is this question - How long have dinosaurs been on earth? The left brain answer is 100 million years. The
student can memorize the answer and get a perfect score on a test with absolutely no understanding. To actually communicate to students
how long dinosaurs have been on earth, we use this analogy that plays to the right brain: If the age of One - Day & Night is 24 hours,
dinosaurs were here for one or two hours and we have been on earth one or two minutes. If an abstraction can be converted into an
analogy, any student can catch the instructional ball when the instructor pitches it. Most students can get it in the rst exposure without
memorization and without stress. In mathematics, analogies are rare in print and even more rare in the classroom.
The absence of analogies means that students are con ned to using half the brain, and usually it is the wrong half. By imprisoning students
in their left brain, we mystify them with one abstraction after another. Since there is almost no brainswitching from one side of the brain to
the other, the result is Negative brain instruction. All of this produces an understandable avoidance reaction to math.
5. Fictitious Fear - The Image students have of mathematics and mathematicians is most certainly ctitious. Math textbooks and classes
represent a homogenized view of mathematics that in no way showcases the exciting stories of how discoveries are made. The stories
are the romance of mathematics which should come rst to inspire students so they are ready and eager to continue exploring the
mysteries of mathematics. Students watching mathematicians perform in the classroom come away with the illusion that mathematicians
are precise, formal, and accurate dispensers of absolute truth. The reality is that professional mathematicians are imprecise, inde nite
game players who draw with numbers and relish exploring options.
6. Learning disorder - Dyscalculia is a learning disorder that af icts about 6 percent of the population. Those af icted with it have
dif culty visualizing number sequences and even the passage of time. A part of the brain called the intraparietal suclus, or IPS, is known to
be important for number processing. The IPS is important for determining how many things are perceived, as opposed to how much of
something there is. For such people, distinguishing between the bigger of two numbers can be dif cult. Dyscalculics can learn to count, but
where most people can immediately tell that nine is bigger than seven, anyone with dyscalculia may have to count the objects to be sure
How to Overcome Maths Phobia ?
Parents Guidance - Parents have a greater role in the child's education and they try to provide support to their children in a variety
of ways. Most of the Parents nd it dif cult to help the child with mathematics As a part of the treatment of their kids to improve
mathematics learning and performance, the parents need counseling that will change their attitude and perspective of formal
mathematics as well as an improvement in formal mathematical skills. A certain amount of time is needed in problem solving in
moderation will keep your child mathematically healthy. Five to ten minutes of problem solving a day for a month is far better than
2hrs for three days in terms of output. Or solving 20 problems in one day gives less learning than solving 3 problems daily for one
week. This change is needed in the work method. Also needed is to integrate formal school mathematics within home and
community and make efforts to better the perception of mathematics so that positive adjectives will be used to describe
mathematics and learning of mathematics.
Make it Exciting - Maths needs to be enjoyable for children. Certain activities and games are adapted which can be played normally.
The activities involved jumping, running, playing cards, puzzles, creating as well as listening to rhymes and stories etc. Running or
jumping along the number line or number grid to reach a called out number is one such activity which parents can get their children
to do. To make this more interesting, enjoyable and easy for them card games have been designed. Similar card games have been
designed for fractions and number operations.
Means of Teaching - There are a huge number of books and workbooks available for school and home use.If one lacks con dence,
they can always use one of these. There are people who will undertake private maths coaching if your child wants to know more than
you can cope with, and there are Internet resources and CD-Roms that do direct teaching.
Catch Them Young - To make sure that a kid doesn't develop Maths Phobia introduce Maths at an early age. A good and colourful
maths workbooks teaches basic numeracy. Exposure to Numbers graphically creates curiosity. At some point your child may ask
about the number symbols: perhaps spots them in a book, or see them on houses. Talk about why we use numbers and what they
mean, but make sure you explain that the numbers are just shorthand for the concept, not anything mystical in themselves.
Variation in Approach - If you introduce the arithmetic symbols, explain that '2+2=4' is simply an easier way of writing 'If we have
two elephants and then another two elephants arrive to join them, there will be four elephants altogether'. Some children like to
invent their own arithmetic symbols - encourage this. If your child wants to draw a little picture to represent the apples or elephants
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after each number, this is ne. This is actually algebra, which needs to be understood at a basic level before pure arithmetic can make
sense. Too many teachers - particularly in previous years - introduce the counting numbers and their symbols before most of the
children have begun to grasp the algebraic concepts behind numbers and the reasons we use them.

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