1) Mathematics is an important subject taught around the world, but many students perceive it as difficult and boring. 2) There are several potential reasons why students may dislike math, including past failures, low confidence, relationships with teachers, memorization requirements, and an emphasis on getting the "right" answer. 3) While math requires memorization, the goal is understanding; making mistakes is part of learning, but many students feel frustration from this process.

1. Why do
some
student
s hate
math?

2. Mathematics is among several
disciplines studied almost all over the
world. Learning mathematics is very
necessary for an individual's full
development in today's complex society. In
the United Republic of Tanzania,
Mathematics programs reflect the political
and social developments which have taken
place in the country since the 1950s (Kitta
S,2004).

3. According to Sichizya (1992),
since the mid-1960s, Tanzania has
experienced remarkable changes in
its mathematics programs for
secondary schools from then up to
the present.

4. Of recent, new program which is still
used in Ordinary level secondary school
education is known as basic mathematics
and is taught as compulsory subject. This
program calls attention to the
understanding of a foundation of
mathematics and the sensible use of
mathematics.

5. According to MOEVT1 (1997) the main
objectives of teaching basic mathematics are as
follows:
1) To provide pupils with mathematical tools and
logical thinking, which they can apply in
understanding other subjects better;

6. 2) To develop a foundation of mathematical
knowledge, techniques and skills for studying
mathematics and related subjects at higher
levels of education;
3) To promote the development and application
of mathematical skills in interpreting the world
and solving problems in daily life;

7. 2) To develop a foundation of mathematical
knowledge, techniques and skills for studying
mathematics and related subjects at higher
levels of education;
3) To promote the development and application
of mathematical skills in interpreting the world
and solving problems in daily life;

8. However, notwithstanding these well enunciated
objectives of teaching mathematics, many
students think that mathematics is a very
difficult subject to study. It is a fact that, despite
its utility and importance, mathematics is
perceived by most students as difficult, boring,
not very practical, and abstract and its learning
requires a special ability that is not always
within everyone's reach.

9. Gokkusagi (2006) says many pupils
generate
negative standpoints towards mathematics
in the course of their academic life, and
they
authentically averse the discipline. For
most pupils the subject is not a source of
satisfaction, but rather it is a starting point
of frustration, discouragement, anxiety and
finds mathematics to be just a tiresome
chore.

10. Fraser and Honeyford (2000) says,
students‟ mathematics aversion may be
caused by;
failure in the past; low status given to
mathematics by parents; lack of
confidence;
relationship with current or previous
mathematics teacher; and physical
problem, such as dyslexia, that is, impaired
ability to understand written language.

11. Skemp (1986) put forward the idea that rote learning
of mathematics causes children to develop anxiety
toward mathematics. Students generate negative
attitudes towards mathematics and loathe the subject
by mismatch which occurs when the teacher teaches
instrumentally, and students try to understand
irrationally and when they become exposed to
problem solving situations children can no longer
apply rote-learnt methods. In this context, many
students start off enjoying mathematics but as they
get older turn off mathematics.

12. Many think it’s boring and useless
Many students are not enthusiastic about
spending an hour talking only about numbers,
formulas and concepts that may seem detached
from reality. It is easier to project and invest
oneself in subjects like languages or history
because the link with reality is more easily
visible: maths, on the other hand, seem really
abstract, irrelevant and hard to understand.

13. However, math is present in our daily lives:
when it comes to making a recipe,
calculating a budget for your vacation, etc.
Many young people do not realize how
important maths can be in their future job:
whether it is a manual job like carpenter or
a job in the service industry like salesman:
maths are indispensable.

14. Mathematics require a lot of memorization
Difficulties in maths can be explained by
the fact that many rules and equations must
be memorized. For some students, this
memorization requirement can be really
blocking and create anxiety: some have
trouble remembering a historical date, so
they think that maths are beyond their
reach.

15. In fact, memorization is only one part of
learning maths. The goal is not just to
memorize everything , but to
understand the reasoning behind it.
There is no age limit to develop
mathematical thinking, and many
games make it possible to do so in a
funny way.

16. Learning math requires making mistakes
Who ever heard his teacher say “to
progress, you have to redo the exercises”.
This is not wrong, because to improve in
maths and problem solving you have to
face the difficulty, again and again. Often,
in a series of exercises, you have to do the
same thing, follow the same reasoning but
with different data.

17. This approach can seem frustrating and
discouraging for many, and in the end
some students may turn away from this
discipline. However, making mistakes is
an integral part of the learning process,
whether in school or in life in general.
To improve, perseverance is key.

18. Maths seem to be a rigid subject
As we have seen, reasoning and
understanding mathematical logic are very
important. Yet, a student may have
understood a concept, make a calculation
error and end up with a wrong answer at
the end and therefore get a bad grade,
which is very devaluing.

19. Math seem to be binary, either it’s right
or it’s wrong. This quest to get the right
answer from the teacher can create real
anxiety for learners. In addition, some
teachers are themselves rigid, on
discipline for example, which can
accentuate the students’ feeling of
discomfort during maths classes.

20. One solution can be one on one help,
so the student will have a teacher who
will try to find solutions to make certain
concepts accessible to him and to
guide him in his reflections and make
him acquire the right mathematical
reflexes, all in a caring atmosphere.

21. These reasons are not an exhaustive list of
why people don’t like maths. Note,
however, that the hatred of math tends to
become societal: by hearing that maths are
hard and useless, some children will imbibe
this idea even before their first math class.
Think about that the next time you talk
about maths!

22. https://www.fenews.co.uk/skills/why-do-so-
many-people-hate-maths/