Problems of Teaching Maths MCQ Quiz - Objective Question with Answer for Problems of Teaching Maths - Download Free PDF

At the primary level, children's experiences with mathematics play a crucial role in shaping their long-term attitudes toward the subject. When mathematics is perceived as difficult and uninteresting, it impacts how students approach learning, often leading to emotional and cognitive barriers.

Key Points

•  The belief that mathematics is hard or boring can result in math anxiety, which is a feeling of tension, apprehension, or fear that interferes with math performance. This anxiety may arise from repeated negative experiences, rigid teaching methods, or a lack of meaningful context.
• As children begin to associate mathematics with fear and failure, they may become hesitant to attempt problems, avoid participation, and develop a negative self-concept regarding their ability in math.
• This emotional response creates a cycle of poor performance and further disengagement, hampering their learning.

Hint

• Increased student engagement is unlikely if the subject is seen as uninteresting.
• Higher achievement levels are more often associated with positive experiences and confidence in learning.
• Greater conceptual understanding requires curiosity, motivation, and supportive learning environments, not fear or anxiety.

Hence, the correct answer is math anxiety and a fear of failure among children

The teaching and learning of mathematics are deeply influenced by how concepts are introduced and connected to students’ lives. When mathematics is taught in a disconnected or overly abstract manner, it can lead to fear and anxiety among students. This is often because learners find it difficult to relate to the subject or see its practical relevance.

Key Points

• Assertion (A): Many students develop a fear of mathematics from an early age. This is a widely observed phenomenon known as math anxiety or math phobia. Many studies and anecdotal evidence support this. Factors contributing to this fear include negative past experiences, pressure to excel, lack of confidence, and even the attitudes of teachers and parents.
• Reason (R): Mathematics is taught primarily through abstract procedures with limited connection to real-life contexts. This is also a common critique of traditional mathematics education. When mathematics is presented as a set of disconnected rules and formulas without showing its relevance to the world around us, it can seem meaningless, difficult, and intimidating to students. Connecting abstract concepts to real-life situations can increase motivation, interest, and understanding. 

Therefore, the correct option is Both (A) and (R) are true and (R) is the correct explanation of (A).

Misconceptions are common in mathematics, especially when students overgeneralize rules from early experiences. One such misconception is that multiplication always makes numbers bigger. 

Key Points

•  A powerful way to address the misconception that multiplication always results in a bigger number is to introduce multiplication of fractions through real-life scenarios. For example, using the context of eating half of a chocolate bar or pouring three-fourths of a jug helps students visualize how multiplication by numbers less than one results in smaller quantities.
• These experiences challenge their existing belief and build accurate conceptual understanding.

Hint

• Simply repeating multiplication tables or using flashcards emphasizes speed and recall, not understanding.
• Encouraging memorization without questioning further reinforces misconceptions and discourages deeper thinking or inquiry.

Hence, the correct answer is introduce multiplication of fractions through real-life scenarios.

Developing interest in mathematics requires meaningful engagement, conceptual understanding, and connections to real-life contexts. However, in many classrooms, teaching still emphasizes rote memorization of formulas and repetitive procedural tasks. 

 Key Points

• The assertion that many students fail to develop interest in mathematics is true. A significant number of learners view mathematics as dull or difficult because they do not see its purpose or relevance. The reason states that mathematics teaching is often limited to rote memorization and procedural practice. This is also true and commonly observed in traditional teaching approaches.
• Moreover, the reason provides a strong and logical explanation for the assertion. When students are only expected to memorize steps without understanding the ‘why’ behind them, they lose interest and motivation. This mechanical approach fails to spark curiosity or offer meaningful engagement, leading to disinterest in the subject.

Hence, the correct answer is both A and R are true, and R is the correct explanation of A.

Mathematics, by its nature, involves abstract concepts such as numbers, symbols, and operations, which can be challenging for many students to grasp without concrete experiences. 

Key Points

• The assertion that teachers often face difficulty in engaging all students during a math class is true. This is a common classroom reality, particularly when instruction does not connect with the learners' interests or experiences. The reason states that mathematics is abstract and may not relate to students’ prior experiences. This is also true, as the subject often lacks immediate relevance to learners unless contextualized properly.
• Furthermore, the reason provides a valid explanation for the assertion. When mathematical ideas are not grounded in familiar contexts, many students struggle to find meaning in what they are learning, leading to disengagement. Therefore, the abstract nature of mathematics is indeed one of the key reasons why teachers may find it hard to engage every student.

Hence, the correct answer is both A and R are true, and R is the correct explanation of A.

In a math class, a teacher follows a proper sequence of teaching which is usually practically followed in any classroom. This is known as classroom operations.

It should be noted that teaching methods and the ability to use math tools come under the vast category called classroom operations. So instead of choosing three different opinions, one single opinion is selected which covers all three aspects.

Key PointsClassroom operations play a major role in Mathematics learning and one of the challenges that teacher face in a classroom depends on different factors i.e., the nature of the content, the learning style of the students, knowledge of teaching methods, and also depends on the ability to use mathematical tools.

This is what exactly is done in mathematics class -

• In the beginning, the teacher introduces the concept of drawing the attention of the learners toward the topic;
• Then, try to explain that concept by demonstrating different materials, performing activities, or doing other activities to clarify the concepts making the students participate;
• Lastly, ask some questions for assessing whether the learners have learned the concepts as you desired.

Hence, 'Class Room operations' are the major problem of teaching Mathematics.

Learning resources are texts, audio-video materials and digital aids that assist you in the effective transaction of curricular content. Resources that can be used for visually impaired children are:

• Taylor's Abacus: Once the child learn that how to calculate the problems mentally or when the child can do mental calculations i.e. addition, subtraction, division, multiplication, etc. then the child can verify his answer with the use of an Abacus.
• Geoboard It is a rectangular or square board in shape with nails at equal distance. This can be used for showing geometrical figures and graphs. Rubber bands can be used to show various shapes.
• Tiles: It can also be used as a TLM for showing dimensions of two different rectangles and squares.

Hence, we conclude that all the GeoGebra can not be used for visually challenged students.

GeoGebra is one of the most innovative, open-code math software. It is an interactive geometry, algebra, statistics and calculus application. It includes both commercial and not-for-profit entities. GeoGebra uses an exploratory approach to teach concepts of geometry.  

Mathematics is the study of numbers, shapes, quantities, and patterns. Mathematics is the ‘queen of all sciences' and its presence is there in all the subjects. It acts as the basis and structure of other subjects.

Important Points

Underachievement is defined as a large discrepancy between the child's performance (at school) and his innate ability.

• When a child with a high I.Q. level is performing poorly, he is said to be an underachiever.
• A child who has average intelligence, but whose performance is below average is also said to be a low achiever.
• Factors are those related to the underachievement in mathematics, which surrounds the individual as well as to his unique persona (e.g., socio-economic level and educational background of the family, the school climate, the language background, and students’ attitudes toward mathematics).
• Among social variables, the factors which were considered very widely are socio-economic status, parental involvement, and parent's education.

Therefore, from the above points, we can infer that socio-economic level is a contributing factor towards underachievement in mathematics.

Important Points

• Estimation refers to a rough calculation of value, number, and quantity. When we are willing to accept a response that is very close to the true result we utilize estimates of numbers to make mental computations easier and faster. As stated above 48 X 52 = 2500. As the actual answer 2496 is very close to 2500 hence it is estimated as 2500.
• Misconception- it is essentially a gap in our understanding that has developed as a result of our math experiences. As given in option (iii) 2/3 + 3/4=?
• Representation in mathematics is a very broad relationship that expresses the similarity of mathematical objects or structures. For example- representing numbers on a number line.
• Comparison is to look at the differences between numbers quantities and values to see if one is greater, less, or equal to another. As given in the second option that is 4 < 5. 

Hence, it is clear from the above points that option (i) represents the correct matching set.

Creative thinking is the ability to consider something in a new way. Creatively exploring math involves a two-way learning process that allows the teacher to assess the student's knowledge and retention of important math skills and ideas through hands-on activities.

Key Points

• Problem posing- This is closely associated with the problem-solving method. Problem posing entails developing new problems and questions to investigate a situation, as well as reformulating a problem while attempting to solve a related problem. 
  • When we encourage kids to be problem posers, we are inviting them to do what mathematicians do which is to look closely, seek patterns, offer conjectures, and set out on paths that are not marked.
  • This will develop creative attitudes about learning, willingness to revise their thinking, and appreciation for the value of risk-taking.

Hence, we conclude that problem-posing is an important indicator of creative thinking in mathematics.

• Whereas standardized problem solving, error-free calculation, and recall of correct formula will not be mentally challenging for the learner and it will not help him or her to employ full potential in solving the task and as it promotes memorization children will not creatively participate in the learning process.

Mathematics is a branch of science which deals with counting, calculating, and studying numbers, shapes, and structures.

Key Points

The following are the objectives of teaching mathematics:

• To inculcate quantification skills among learners when they carry out experiments with numbers and geometry.
• The main aim is to mathematize the thinking of a child.
• It should be related to life so that they make decisions applying mathematics.
• In the case of classroom instructions, the teacher is concerned about bringing changes in the behaviour of learners and we call that specific objective as behavioural objective. Behavioural objectives are the objectives that written in behavioural terms.
• It should have the ability to assess and evaluate students.

Hence, the correct answer is 'should be specific'.

Manipulatives are concrete objects that allow students to engage in active, hands-on exploration of a concept. For example- tangrams, tiles, rods, Diene's blocks, etc. The use of manipulative helps children to learn concepts through hands-on experience.

Key Points

• Importance of manipulatives in the mathematics classroom
  • It helps the children connect mathematical ideas and symbols to physical objects, thus promoting better understanding.
  • It provides support in dealing with a subject that can be difficult and confusing and help students build confidence by giving them away to test and confirm their reasoning.
  • Manipulative is imperative for exploration and experimentation with math ideas as students develop meaning.
  • It facilitates students understanding of mathematical concepts and links them to representation and abstract ideas.
  • It makes learning math interesting and enjoyable and also motivates children to learn.

Hence, we conclude that manipulative models, static pictures, written symbols, spoken and written language, and real-world situations or contexts are five ways to represent mathematical ideas.

Additional Information

• Math Manipulatives help make abstract ideas concrete. 
• Math Manipulatives lift math off textbook pages. While we want students to become comfortable and proficient with the language of math--everything from the plus sign to the notations of algebra--words and symbols only represent ideas.
• Ideas exist in learners' minds, and manipulatives help them construct an understanding of ideas that they can then connect to mathematical vocabulary and symbols.
• Math Manipulatives build learners' confidence by giving them away to test and confirm their reasoning.
• In the same way, manipulative materials serve as concrete models for students to use to solve problems.,Math Manipulatives make learning math interesting and enjoyable.

According to Constructivism children learn through adaptation. It means children are not passive in knowledge but active at making meaning, testing out theories, and trying to make sense out of the world and themselves.

Key Points

• The constructivist approach in mathematics- Mathematics should be taught emphasizing problem-solving and interactions should take place between teacher and students and also among students to develop their strategies for problem-solving.
  • Starting the class by assessing learners' initial understanding - students' initial understanding is the most crucial factor influencing the learning and achievement of children. Connecting and activating relevant prior information builds bridges between new and previous knowledge that enables learning.
  • Encouraging intuitive solutions- Constructivist ideas concentrate on what students can do to combine new and current knowledge to gain a better understanding of mathematics. Each philosophy views the learner as an active participant in the educational process.
  • Providing an opportunity for cognitive conflict- Conflicts expose the children to a situation that is contrary to the concept and then the students are directed on experiments or demonstrations to prove the concept that helps children to construct the knowledge.

Hence, we conclude that the feature which is not a constructive practice is encouraging problem-solving in a prescribed manner because it will not provide scope for children to actively participate in the learning process.

Mathematics is a branch of science that deals with counting, calculating, and studying numbers, shapes, and structures. It is the study of numbers, shapes, quantities, and patterns. It relies on logic and connects learning with children's day-to-day life.

Key Points

Problems in teaching and learning of mathematics:

• Fear and Failure: Most of the students, peers, teachers, parents, etc. have given priority to teaching and learning mathematics at the elementary level although most of them thought that it is a difficult subject. Lack of awareness of objectives is also another cause of fear and failure. Failure to recognize place value leads to failure in four operations in mathematics. 
• Disappointing Curriculum: Unattractive and Loaded mathematics curriculum created disappointment among the students.
  • Most of the mathematics curriculum emphasizes procedure, formulas, mathematical facts, and memorization of concepts. 
  • The textbook and syllabi on mathematics are rigidly prescribed. The mathematics curriculum is far away from real life.
• Inadequate Learning Materials: For the majority of children in elementary schools textbook in mathematics is the only resource material available to them. 
  • Further, most of the textbooks, mathematics textbooks as well, are mostly content loaded and prescriptive. The student finds very little scope for pleasure and fun in learning mathematics from the textbooks. 
  • There is hardly any other materials available to the children especially those who are in rural and remote areas.
• Crude Assessment: Most of our mathematics curriculum emphasized on memorization of formulas. Our classroom teaching process is also examination-oriented. In our school, different tests are designed to assess student’s knowledge of procedure and memory of formulas and facts. Questions are set not to expose student’s experiences but to get a fixed answer. 
  • For example students free to answer — + — = 8 than 2 + 6 = —? Moreover, similar types of assessment procedures are applied in the formative assessment as well as a summative assessment. 
  • This type of crude methods of assessment encourages the perception of mathematics as mechanical computation. 
• Inadequate teacher preparation: Teaching and learning of mathematics in the elementary level are purely depends on the preparation of teachers, her own understanding, the preparation of teachers on pedagogic techniques, and the student’s preparedness. 
  • As there is an acute dearth of mathematics teachers, it forced other teachers to teach mathematics in the classes in compulsion. 
  • They are mostly depending on the textbooks. Most of the teachers also assume that they know all the mathematics required for the elementary level. So there is a lack of teacher preparation in the teaching of mathematics.
• The teaching-learning process: The teaching-learning process in mathematics at the elementary level are not attractive because 
  • i) Bookish knowledge in the class creates dissatisfaction,
  • ii) School mathematics learning becomes charmless, dull, uninteresting, and stereotype,
  • iii) Emphasis on rote learning,
  • iv) Emphasis on teaching, not on learning, 
  • v) Development of Understanding, Application and skill are ignored.
• Lack of interest: Most of the school children find learning of mathematics difficult and lose their confidence in mathematics. 
  • The teaching-learning process in mathematics is not joyful and attractive. 
  • Even the students don’t know what benefit they will get after learning mathematics. So students lack their interest and attitude towards mathematics.

Hence, the above statement is about fear and failure.

Motivation is simply the reason for an action and that gives purpose and direction to behavior. It can be considered the state of having encouragement to do something.

A Mathematics teacher can motivate the students in the following ways:

• A teacher can become a role model for his/her students and s/he should behave in a way that her/his students follow him/her. For example, s/he can use various innovative teaching methods to teach mathematics. This way s/he can turn children on Mathematics in the same way, that s/he is.
• A teacher can use a various integrated approach to teaching mathematics and use her/his experience of learning mathematics to present maths in a joyful way for students. That can change the negative image of mathematics.
• The teacher can bring the students to field visits and make them learn mathematics using heuristics and a project-based learning approach so that it won't be stress or burden on students to memorize formulas, theorems, definitions, etc. That will make it a fascinating subject.

​Hence, "You could not easy with Maths" is not the statement of the motivational teacher of Mathematics.