On January 11, 2024, a significant seminar was organised in the conference hall of the mini-secretariat at Bandipora. The seminar presided over by the Head of the Department of Mathematics at the University of Kashmir, was a momentous gathering. Among the speakers was Dr Maroof Shah, who shared valuable insights with a gathering of 200 teachers from the district of Bandipora.
Maroof pleaded for “mathematics of help” that pools a rupee a day from teachers for helping needy students. These teachers are responsible for imparting foundational mathematical knowledge in government schools. As a mathematics teacher with 26 years of experience, I too participated in this programme. It’s worth noting that the organizers deserve commendation for organising the inaugural conference of this nature. The seminar provided an invaluable platform for collaboration, knowledge sharing, and professional development, ultimately aiming to enhance the quality of mathematical education at the foundational level in government schools.
It was fascinating to hear about experiences and observations regarding math phobia among students and teachers. Overcoming such deep-rooted fears and anxieties is indeed a significant challenge, especially when it involves reshaping mindsets and instilling motivation.
In my own journey, I’ve encountered similar resistance to change and reluctance to confront the root causes of societal issues. It’s essential to create a space where stories can be shared openly, and solutions can be collectively explored.
I believe that by amplifying the voices of those directly involved, we can uncover valuable insights and potential remedies that may have been overlooked. The key lies in creating a platform for genuine dialogue and understanding.
Based on my experience, I believe that teachers at the school level are responsible for instilling math phobia in students. Conversely, these same teachers have the potential to help students overcome their fear of math. Regular teacher training is necessary to cultivate interest in the subject among students. Math phobia is not innate but a product of inadequate schooling. We must create a supportive learning environment in schools to eliminate math phobia.
Lastly, I would like to share a personal anecdote that highlights the negative impact a teacher’s attitude can have on a student’s confidence and enthusiasm for math. A student who excelled in their matriculation examination chose to pursue mathematics independently in the 11th class.
During a class session, a “Gold Medalist” teacher presented a problem on the whiteboard. The student confidently offered an alternative approach to solving it. Unfortunately, the teacher responded sarcastically, inviting the students to solve it on the board, and recording the interaction on their mobile device. The teacher proceeded to ridicule the students in such a way that they were deterred from attending school for 15 days.
This incident underscores the importance of cultivating a positive and supportive environment in schools to encourage students’ interest in mathematics.
The writer is the recipient of the Best Teacher Award at the UT level