Circuit design

These lead us to two types of backwardness – (i) General Backwardness and (ii) Particular Backwardness. General Backwardness- This means all-round backwardness. This is as a result of the so-called low I.Q.

which may be between 50-70. supporters of this, claim that it could be raised by about 20% (Durojaiye). The removal of this is a combined

responsibility of all the teachers in the school. But the mathematics teacher will be expected to pay special attention to his subject. The Russian psychologists who have rejected the idea of I.Q. have a better

approach to this problem. They consider teaching to be a direct attack on teachability. Students of low teachability attain the required level of

mastery of school material if they are given supplementary exercises.

Particular Backwardness-Here the student is backward in mathematics

but fairly intelligent in other subjects. The removal of particular backwardness is easier than that of general backwardness. The student’s

performance in other subjects is a source of confidence and inspiration for him. This backwardness is the sole concern of the mathematics

170

teacher. More serious cases may have to be treated in separate classes whereas borderline cases may be tackled in the classroom itself.

It becomes necessary, therefore, that teachers should have good knowledge about the causes and possible reEDUies. The backward student may have some physical deficiencies, like poor eyesight, defect in the hearing, headache or any other physical ailment which invariably does not allow the student to concentrate on his studies. Mathematics requires special concentration. The solution to these causes lies with a doctor or physician but some sort of physical exercise could be of help to the student. It is the responsibility of the teacher to refer the student to the hospital, depending on the nature of the case. In case of a serious physical deficiency, the teacher should try to persuade the parent to get

their ward admitted to the school for the handicapped pupils.

Another possible cause of backwardness often mentioned may be mental. These causes are either inherited or influenced by environmental

factors. The students may be of low teachability, or have some mental ailment,.psychological dissatisfaction, domestic problem, mental conflict, sense of insecurity, inferiority complex lack of interest in mathematics or the interest is dominated by something else. When the

mental problem is simple, the teacher can tackle it with some probability

of success. But serious complex cases should be referred to a psychologist or a psychoanalyst for thorough diagnosis for the pupil will

go a long way in helping to treat such cases.

Furthermore, a students that has a distaste for the subject is likely to be backward. This could be acquired as a result of a teacher’s attitude. If he fails to establish a rapport between his student and himself, the student tends to have a distaste for the subject. The quantity of work and how it is presented to the students may also tend to produce this distaste. A good taste for the subjects could be developed through the teacher’s

patience and persistence. We should avoid hasty conclusions about student’s performance. At times the influence of the home may also

create this distaste. Some parents would sometimes say that they never liked mathematics or they never wanted to study it or that failure in mathematics has been a tradition of their family, thereby giving negative suggestions to their children. Parents should avoid this and should be

made conscious of their duty in this matter by the teacher.

The way the teacher maintains discipline in the class may cause backwardness. If he is too lenient, then some clever and mischievous

ones may take undue advantage of it by not paying attention, the

resultant effect is backwardness. Where he is very strict, the feeble-

minded students may get unhappy and discouraged. They may develop a

negative affection for the teacher and consequently for the subject.

171

EDU 808 Mathematics Curriculum and Instructions in Secondary Schools

Again, the teacher should not hesitate to explain the fundamentals of the

subject over and over if required. If not the student may develop some

doubts about the fundamentals which may lead to backwardness. The mathematics teacher’s personality in the school and neighbourhood may

also affect some of the students adversely.

A change of school by the student as a result of

parents’/guardians/transfer or even a change in subject teacher may affect the student’s performance. Whenever the change of school is

unavoidable, the parents and the teachers must keep the student under

close watch for the adjustment period. School administrators should

avoid changing the teacher in the middle of a session as far as possible.

Enough attention must be given to the slow learners so that they will not

feel they are being disowned or being left behind. At times it may require a teacher devoting extra time and attention to such students. The

teacher should not overlook their need.

A student may develop some backwardness if he is continuously irregular or absent for a long time. Provision could be made for extra

coaching for some time to give such students the opportunity to fill up the gaps and come up with other students of the class. Such temporary

backwardness should not be allowed to last very long. Where the students involved are many, extra classes could be arranged for them.

This has yielded positive results in most of the schools where the practice is to organize extra classes during the holidays or close to the

examination.

4.0 CONCLUSION

In this unit, you have learnt some of the problems confronting mathematics instruction in secondary schools. Some solutions to these

problems were also suggested to guide the students and the teachers .

5.0 SUMMARY

In this unit, you have been exposed to some of the problems facing

mathematics education in the country. Some suggestions have been

made as to their solutions -

(a)

172

A few problems identified in this unit are:

The inmbalance in rate of mathematics education growth between

the North and South. Solution suggested: Allow the states

sufficient fund to develop at their own rate.

(b) Political problems included constant changes in the governments

among the governors and in the commissioners. This breeds

discontinuity, waste of resources and corruption.

(c) Socio-cultural problems include, enthnicity and its attendant nepotism, quota system and distrust, and lack of lucrative jobs for

mathematics graduates in the country. The society looks down on mathematics graduates because “they are poor”

(d) Economic problems include inability of parents to buy textbooks,

pay school fees and feed the children well. Poor economic situation is also affecting the production of textbooks and

teaching aids.

(e) Academic problems include poor, insufficient teachers, poor infrastructure poor teaching/learning environment, nature of

mathematics as a language and poor method of teaching in

schools.

6.0 TUTOR MARKED ASSIGNMENT (TMAs)

In document Graphene as a Platform for Novel Nanoelectronic Devices (Page 105-110)