This document discusses a study on changing students' attitudes towards learning mathematics. It aims to study the effect of integrating reverse engineering approaches in teaching mathematics to bring a more positive attitude. The study hypothesizes that reverse engineering can help students learn mathematics with interest and reduce math anxiety. It suggests introducing reverse engineering and demonstrating applications to stimulate interest. The scope is to explore how it improves motivation and to observe its impact on student attitudes through teaching a group of students with this approach.

1. A study on “Changing student’s attitude
towards learning mathematics”
S.Geetha, M.Ed Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Dr C.V Suresh Babu, Professor, Sathyasai B.Ed. College, Avadi, Chennai, TN, India

2. “Mathematics is the queen of
sciences and number theory is
the queen of mathematics.”-
Carl Friedrich Gauss.

3. Need for the Study
• Lack of interest in Mathematics among the
present student community.
• Many students experience Mathematical
anxiety.
• Further leads to avoiding Mathematics in
higher education.

4. Primary Objective:
• To study the effect of integrating reverse
engineering approach in teaching
Mathematics, a way to bring positive attitude
towards learning Mathematics among
students.
Secondary Objective:
• To improve motivation towards learning
mathematics.
• To develop critical and innovative thinking.

5. Literature Review:
“Highly math-anxious individuals are characterized
by a strong tendency to avoid math, which
ultimately undercuts their math competence and
forecloses important career paths”.(Ashcraft,2001)
“Mathematical anxiety has attracted recent attention
because of its damaging psychological effects and
potential associations with mathematical problem
solving and achievement”( Zhe Wang & et al,
2014).

6. Hypothesis
Simple hypothesis:
Reverse Engineering in teaching mathematics helps students to
learn mathematics with interest, which reduces their mathematical
anxiety.
Questions
1) How to implement Reverse Engineering in mathematics education?
2) Does it improve the motivation of students to learn mathematics?
Independent variable:
Reverse Engineering method of teaching mathematics
Dependent variable:
change in attitudes of students, improvement in their performance
outcomes, proper understanding of the subject.

7. Null hypothesis:
 There is no significant change in student’s attitude towards
learning Mathematics when Reverse Engineering is practised in
classroom.
Questions
1. How can we implement Reverse Engineering in mathematics
education?
2. Does implementation of Reverse Engineering bring positive attitude
of students towards mathematics?
Logical hypothesis:
 Reverse Engineering helps students to learn mathematics with
enthusiasm.
Questions
1) If Reverse Engineering is applied, will it improve student’s
enthusiasm also will it create complexity in students to understand
mathematics?

8. Empirical hypothesis:
Students who were taught through Reverse Engineering
process shows love in learning mathematics than the students
taught with traditional methods of teaching Mathematics.
Questions
1) Does the usage of Reverse Engineering in teaching mathematics
creates love for learning Mathematics?
2) Does the implementation of Reverse Engineering in teaching
mathematics further leads to mathematical anxiety in students?

9. SUGGESTIONS
• Introduce reverse Engineering approach in teaching
mathematical.
• Stimulate interest in learning Mathematical concepts
by demonstrating the applications of learning concepts
using available digital tools (such as you tube videos
etc).
• Concentrating more on comprehensive knowledge
rather than aiming for achieving good marks and
grades.

10. Scope for Further Research
• How reverse engineering approach in teaching mathematics could
improve student’s motivation in learning mathematics.
• Incorporate reverse engineering in teaching and learning process to
a group of students and observe the change in their attitudes towards
learning mathematics.
• To explore the available digital resources which help us in
implementing the reverse engineering approach in teaching
mathematics in a more effective way.

11. REFERENCES
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