The purpose of this study is to find out the causes of fear in the mathematics of eleventh-grade students and to find a solution. Action research is a method that has proven to be valuable as a problem-solving tool. It can provide opportunities for reflection, improvement, transformation, and solutions to learning. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers investigate several dimensions of Mathematics Phobia. Several research questions stand out: a) Find out how much is an error in the curriculum? b) Finding students' lack of interest in learning mathematics? c) Find out how students' attitudes toward teaching methods and d) Find out Error in the learning process. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers selected 50 students from the 11th-grade class, of which 32 were male and 18 are female. Researchers formulated 12 questions and four Hypotheses. The methodology of the study is a mixed type involving interpretative, analytical study of documents, interview, survey questionnaire, observation, qualitative and quantitative data analysis, and study secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc. This study researcher using statistical method percentage & bar-graph & finally, meaningful suggestions are offered.

Students' opinion on the basis of questionnaire

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IJIET, e-ISSN 2548-8430, p-ISSN 2548-8422, Vol. 4, No. 2, July 2020

International Journal of Indonesian Education and Teaching

http://e-journal.usd.ac.id/index.php/IJIET

Sanata Dharma University, Yogyakarta, Indonesia

239

ACTION RESEARCH ON MATHEMATICS PHOBIA

AMONG SECONDARY SCHOOL STUDENTS.

Kaushik Das and Madhurima Gupta

Gobardanga Hindu College, India

kaushik.das53@gmail.com; madhurimagupta825@gmail.com

correspondence: kaushik.das53@gmail.com

DOI: https://doi.org/10.24071/ijiet.2020.040207

received 22 May 2020; accepted 3 July 2020

Abstract

The purpose of this study is to find out the causes of fear in the mathematics of

eleventh-grade students and to find a solution. Action research is a method that

has proven to be valuable as a problem-solving tool. It can provide opportunities

for reflection, improvement, transformation, and solutions to learning. The idea

for this project began as a discussion among the Mathematics Phobia at Secondary

school in West Bengal followed by WBCHSE Curriculum. The researchers

investigate several dimensions of Mathematics Phobia. Several research questions

stand out: a) Find out how much is an error in the curriculum? b) Finding students'

lack of interest in learning mathematics? c) Find out how students' attitudes

toward teaching methods and d) Find out Error in the learning process. The idea

for this project began as a discussion among the Mathematics Phobia at Secondary

school in West Bengal followed by WBCHSE Curriculum. The researchers

selected 50 students from the 11th-grade class, of which 32 were male and 18 are

female. Researchers formulated 12 questions and four Hypotheses. The

methodology of the study is a mixed type involving interpretative, analytical study

of documents, interview, survey questionnaire, observation, qualitative and

quantitative data analysis, and study secondary sources, like books, university

news, expert opinion, articles, journals, thesis and websites, etc. This study

researcher using statistical method percentage & bar-graph & finally, meaningful

suggestions are offered.

Keywords: Action Research, causes of mathematics phobia, innovative

approaches, mathematics phobia, mathematics education, remedies of

mathematics phobia.

Introduction

The mathematical phobia is an obstacle to academic progress, whose reasons

are very important to inquire into but are not always possible to do. This fear is

expressed in the students of mathematics class and it is revealed in the standard of

improvement of the students. Depending on the Phobia of mathematics, the

teaching methods of teachers, teacher-student relationships, use of abusive words,

etc. (Nwoke, 2016). It can be said that the mathematics of the Basic Education

IJIET Vol. 4, No. 2, July 2020

240

Core curriculum is very important for the development of the human mind. It

enables a person to think logically and systematically, analyze various problems

or situations, anticipate, plan, make decisions, solve problems, and apply

mathematics in everyday life. Mathematics is the means of sharpening the

individual's mind, shaping his reasoning ability and developing his personality,

hence, its immense contribution to the general and basic education of the people

of the world (Asiedu-Addo and Yidana, 2000). This classroom action study is a

very useful tool for teaching students to effectively overcome the fear of

mathematics and to teach teachers most effectively. Mathematics encourages the

practice of self-reliance and helps students think about their problems and solve

them (Adedayo; 1997). Mathematics has played an important role in the

development of society from pre-historic times until today and its role is more

important than ever and more important in the future (Makarfi, 2001). Negative

beliefs about mathematics affect the teachers' response to the helplessness they

have learned from the students, and on the other hand, which they believe can be

successful in mathematics as a result of successful mathematics experiences

(Karp, 1991). Teachers' beliefs play an important role in mathematics that has a

powerful impact on teaching practice (Charalambos, Philippou & Kyriakides,

2002; Ernest, 2000). Mathematics-anxiety is not a separate condition but it is-

"construct with multiple causes and multiple effects interacting in a tangle that

defies simple diagnosis and simplistic remedies" (Martinez & Martinez, 1996,

p.2; Bessant, 1995). Negative sources of faith and math anxiety can be divided

into three categories: The origins of negative beliefs and Mathematics-anxiety can

be classified into three categories: a) environmental, b) intellectual, and c)

personality factors (Trujillo & Hadfield, 1999). To help pre-service teachers

overcome their negative beliefs and concerns about mathematics, an intervention

is needed that helps pre-service teachers make radical changes in the nature of

mathematics and the beliefs and concepts about speech (Levine, 1996). Phobia in

mathematics is learned as a psychological response, and it often causes intense

anxiety (Tillfors, 2003). Mathematics-laboratory makes teaching and learning

activity-based and experimentation oriented from the elementary school stage to

higher studies & it exhibits relatedness of mathematics concepts with everyday

life in real situations (Das, 2019). This study influences the initiation of using

mathematics laboratory in teaching-learning and connect with the theoretical

parts. The mathematics laboratory uses a method other than the dialectic method

as a platform and to have a significant impact on the technique or knowledge

creation. Math lab makes teaching and learning activity-based and

experimentation oriented from the elementary school stage to higher studies. Math

teachers should use math lab for teaching purposes. It exhibits relatedness of

mathematics concepts with everyday life in real situations. Math teachers should

be trained for the use of a math lab in the class according to syllabi. The

Pedagogical Approaches in Mathematics Education explores the responsibility of

Mathematics Teachers & finds out the problems and challenges to integration

Mathematics and Pedagogical knowledge & it reduces the problems and

challenges to integration Mathematics and Pedagogical knowledge (Das, 2019).

Mathematical knowledge and mathematical usage are mentioned in the syllabus,

IJIET Vol. 4, No. 2, July 2020

241

students will get more importance in mathematics & it can connect mathematics

with the use of technology, mathematics will be more appealing to students (Das,

2019). Henceforth, this interview session was conducted to investigate three types

of disciplinary problems. First, it is to examine the causes of mathematics phobia.

Second, it is to find out the lack of interest of students in learning mathematics.

Third, it is to find out the error in the teaching process, learning process &

mathematics curriculum. Last, it is to present the remedy of mathematics phobia.

Statement of the Problem

This study was aimed at examining the causes & remedy of mathematics

phobia in Secondary School Students. This is an area that has been researched but

the tools and techniques needed to find the truth of the research have been used. It

is important to investigate and identify what affects students' phobia about

mathematics and the development of their attitude. The present study was

designed to search from each student the possible dislikes related to the most

important school determinants of mathematics. The results of student evaluations

and their impact have been considered as a consequence of the phobia of

mathematics. The environment and teaching methods suitable for mathematics

education are of particular importance. The appropriate curriculum in

mathematics emphasizes the necessary technology and the interest of students,

who fear math concepts.

Population and Sample

The population of interest for this study consisted of 11th standard students

from Bidhannagar Municipal School followed by WBCHSE Curriculum located

in Bidhannagar, Kolkata. This study areas of emphasis include teacher

preparation, coaching and mentoring in-service teachers, on-line learning among

practicing teachers, technology-supported classroom instruction, problem-based

learning, curriculum development, Student motivation, teaching-learning process,

teaching process & teacher quality for K-11 mathematics.

Purpose of the Study:

The importance of this study is that it will help to identify the causes &

remedy of mathematics phobia in Secondary School Students. Researchers

identify the causes of mathematics phobia. Finally, the researchers recommend a

remedy for those that will read and implement the work.

Method

The sources of data gathered in the present study are surveys, published

online action research work, and interviews. The current document-based

analytical approach is employed for data analysis. Historical and sociological

approaches have also been adopted for analyzing the collected data. The

methodology of the proposed study is based on the quantitative analytical

document-based & statistical analysis has been furnished.

IJIET Vol. 4, No. 2, July 2020

242

Methodology Employed

It is based on qualitative & quantitative research. It has the chief

characteristics of recent document & data based analytical research.

Research Materials

1. Questionnaires

2. Government documents

3. Peer reviewed Journals

4. Books

5. Magazines

6. On -line documents from some relevant and reliable internet sources.

Findings and Discussion

Findings

1. Research plan

Researchers have structured this action research into several steps:

Step: 1.The attitude of improving the mathematics of the school students has

been observed.

Step: 2. Identifying the research problem or question.

Step: 3.Select the probable causes of mathematics phobia among children.

Step: 4. Formulation of Hypothesis.

Step: 5. Formulation of Research Questions.

Step: 6. Gathering the necessary information.

Step: 7. Analyzing and interpreting the information.

Step: 8. Give meaningful suggestions.

2. The probable causes of mathematics phobia among children are as follows

a. Error in curriculum.

b. Poor economically status of students.

c. Lack of mental ability in comprehending the mathematical concepts.

d. Error in teaching process.

e. Lack of technologies.

f. Error in learning process.

g. Biased evaluation procedure.

h. Lack of interest of students in learning mathematics.

i. Ineligibility to demonstrate the lesson in an appropriate manner.

j. Lack of learning environment.

Among the aforesaid probable causes the following causes are considered for

research purpose. Researchers pickup four most causes for Mathematics Phobia &

these are:

a. Error in curriculum.

b. Lack of interest of students in learning mathematics.

c. Error in teaching process.

IJIET Vol. 4, No. 2, July 2020

243

d. Error in learning process.

The following hypothesis was formulated for the study.

H0 : There is no significant difference between Mathematics Curriculum &

Learning.

H1 : There is no significant difference between students' interest & learning

mathematics.

H2 : There is no significant relationship between teaching process & mathematics

phobia.

H3 : There is no significant relationship between learning process & students'

achievement.

3. Sample of Data

For this research 50 students of Bidhannagar Municipal School are taken and

the research is conducted on them.

4. Tools of the Study

Based on the hypothesis formulated 12 questions are made. This information

is collected based on those questions. So, in this case, questionnaires are

considered as the tool of study. The questions based on hypothesis are as follows:

12 questions were created based on the Hypothesis made by the Researchers.

Data was collected from the students through this questionnaire. Thus, the

questionnaire has been used as a data collection tool. The following Hypothesis -

based questions are given in the following table:

Table 1. Formulation of Hypothesis and Research Questions

Formulation of Hypothesis.

H0 : There is no significant

difference between

Mathematics Curriculum &

Learning.

The syllabus of mathematics is huge.

So, I fear studying mathematics.

The procedures are not properly

explained in our Mathematics book.

H1 : There is no significant

difference between

students' interest &

learning mathematics.

I am not interested in understanding

mathematical concepts and ideas.

I do not feel the urge to practice the

sums which are done in school at

home.

H2 : There is no significant

relationship between

teaching process &

mathematics phobia.

Teacher cannot explain the concepts

properly.

Teacher does not use Black-board,

charts & other teachings Aids to

make the students understand the

mathematical concepts.

Teachers do not ask us any questions

while teaching.

Teacher do not behave with us in a

friendly manner.

IJIET Vol. 4, No. 2, July 2020

244

I am afraid of my mathematics

teacher.

The teacher do not arrange any

quarries or enquiries.

H3 : There is no significant

relationship between

learning process &

students' achievement.

I cannot remember the formulae.

I try to memorize all the sums

without understanding the concepts.

Table 2. Students' opinion on the basis of questionnaire

The syllabus of mathematics is huge. So, I fear

studying mathematics.

The procedures are not properly explained in our

Mathematics book.

I am not interested in understanding

mathematical concepts and ideas.

I do not feel the urge to practice the sums which

are done in school at home.

Teacher cannot explain the concepts properly.

Teacher does not use Black-board, charts &

other teachings Aids to make the students

understand the mathematical concepts.

Teachers do not ask us any questions while

teaching.

Teacher do not behave with us in a friendly

manner.

I am afraid of my mathematics teacher.

The teacher do not arrange any quarries or

enquiries.

I cannot remember the formulae.

I try to memorize all the sums without

understanding the concepts.

Hypothesis H0:

Analysis of students' opinion on the basis of hypothesis: H 0 : There is no

significant difference between Mathematics Curriculum & Learning.

IJIET Vol. 4, No. 2, July 2020

245

Bar-graph 1: Analytical result with respect to Hypothesis H0.

Interpretation of Hypothesis H0 :

From the above analysis, we can conclude that most of the students do not

think that mathematics phobia among them is due to errors in the curriculum. So

the hypothesis H0 is acceptable.

Hypothesis H1:

Analysis of students' opinions based on hypothesis H 1: There is no significant

difference between students' interest & learning mathematics.

Bar-graph 2: Analytical result with respect to Hypothesis H1

IJIET Vol. 4, No. 2, July 2020

246

10 + 42 + 4 + 6 + 30 +60

6

=

152

6=25.33

84 + 54 + 94 +90 + 60 +24

6

=

406

6=67.67

6 + 4 + 2 + 4 + 10 + 16 + 0

6

=

42

6= 7

Interpretation of Hypothesis H1:

From the above analytical table researcher conclude that most of the students

do not feel that the students' interest & learning mathematics is not the cause of

mathematics phobia among students'. So this particular hypothesis is acceptable.

Hypothesis H2 :

Based on students' opinion the hypothesis H2 : There is no significant

relationship between teaching process & mathematics phobia.

Bar-graph 3: Analytical result with respect to Hypothesis H2

Interpretation of Hypothesis H2 :

From the above results, the researcher concludes that most of the students do

not agree that teaching process & mathematics phobia are not related. So the

hypothesis H2 is acceptable.

Hypothesis H3:

Analysis of students' opinions based on hypothesis H3 : There is no significant

relationship between the learning process & students' achievement.

IJIET Vol. 4, No. 2, July 2020

247

Bar-graph 4: Analytical result with respect to Hypothesis H3

Interpretation of Hypothesis H3:

From the above analysis, the researcher concludes that most of the students

think that the learning process & students' achievement is the cause of

mathematics phobia. So the hypothesis H3 is rejected.

Discussions

1. Students do not think about the curriculum as much as it creates fear among

them about mathematics. So students do not support this reason.

2. Lack of explanation for learning mathematics is felt by students in

mathematics books.

3. Students are keen enough to understand the concept of mathematics.

4. Although the teacher satisfactorily explains the concept of mathematics but

he does not use enough blackboards and teaching materials (TLM).

5. The teacher's friendly relationship with the students does not in any way scare

the teacher.

6. The teacher asks students subjective questions while teaching in the

classroom.

7. Students memorize formulae and theories without understanding

mathematics. Cannot use required formulae and cannot remember formulae

when applying mathematics.

Recommendations

1. Mathematics teachers must use the mathematics laboratory as well as the

organization.

2. The teacher will make the math subject easier by Math-game.

3. The necessary remedial classes will be arranged for the weaker students.

4. Needs to action research activity at school.

IJIET Vol. 4, No. 2, July 2020

248

5. Math teachers should try to make student active and motivated during

mathematics classes.

6. Teacher must use different ways all method of teaching.

7. Teacher should clear doubts in classroom itself.

8. Teacher should give daily life examples while teaching.

9. Teacher should take revision after teaching topics.

10. Students shoot habit of practicing sums and doing homework regularly.

11. Teacher should use appropriate teaching skills.

12. School should be arrange workshop.

13. The future researcher should conduct classroom action research for teaching

other subjects and other levels of education such as primary schools, college

and universities. Also, they should make an in-depth observation in a

classroom for obtaining more details. In the future, we shall extend our study

to higher education levels for mathematics education.

Conclusion

This study contextually specifies teaching and learning strategies for teachers

to develop a deep understanding of students' lessons. This study shows that

attitude towards mathematics phobia and its causes are significantly and positively

correlated, both for boys and girls. Behaviours that are friendly and concerned

about such students provide the positive emotional and motivational conditions

necessary for depth learning. Although the mathematics curriculum is high,

students are not worried about it but are not satisfied with the proper interpretation

of mathematical problems, formulae and theories in the book. For future

mathematicians and problem solvers in India, the school also needs to look at

mathematics education. The present study shows that mathematics phobia is due

to memorizing the formulae and lack of understanding of the concepts.

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Okigbo, E.C. (2010). Comparative effectiveness of mathematical game and

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College Student Journal, 33(2), 11.

... Furthermore, mathematical concepts are beyond the scope for which they were created [3]. However, there are many students in secondary or high schools that do not get involved in math classes and they may spawn a persistent rejection of mathematics [4,5]. Many students do not understand the importance of mathematics and they just want to pass their math tests [6,7]. ...

The main goal of this study was to improve students' outcomes and perception in Mathematics. For this, 12 out of 34 voluntary students were involved in an international contest: European Space Agency (ESA) Mission Space Lab. The experience was organized as STEM, under a guided PjBL. Students identified an environmental problem, executed a way to monitor it from the International Space Station (ISS) and interpreted the data received. Students' final report was awarded by ESA. Additionally, participants increased their performance in their math final exams compared to the control group. Furthermore, the perception of students and their families about the usefulness of mathematics was very positive. The only drawback detected was the increase of workload. Thus, Green STEM, using direct instruction and guide in PjBL, may be a good tool to improve students' grades and opinion about the importance of mathematics.

... One exception may identify students exhibiting a specific subtype of MLD described by Geary (2004) described by trouble in utilizing and deciphering spatial portrayals of mathematical material. Mathematics phobia creates students' daily practices and teaching strategy of mathematics teachers in their classroom (Das & Gupta, 2020). ...

  • Kaushik Das Kaushik Das

The present study focused on inclusive mathematics education in classroom practice. Inclusive mathematics education creates new challenges for teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. This paper investigates the ways teachers engage with inclusive mathematics in their classrooms. The main purpose of this study was to explore inclusive mathematics education in classroom practice. The methodology of the study is qualitative. This study employed international and national journals, library consultation, expert opinion, online journals, periodicals, newspapers, and documents.

The present study focused on the scope of introducing Technological Pedagogical Content Knowledge (TPACK) of a two-year pre-service and in-service teacher education program in India. This paper describes the TPACK awareness among teacher educators. It also emphasizes teachers educators integrate technology into education in the 21st century. The main objective of the study to find out the scope of implementation of TPACK on Teacher training programs & the relationship between technology and pedagogy content. Also, the researcher measures the curriculum and challenges to introducing TPACK and finally gives meaningful suggestions to gain technological skills. The methodology of the study is qualitative and interview methods are applied. The study is a mixed type involving interpretative, analytical study of documents, interview and study both primary & secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc.

  • Kaushik Das Kaushik Das
  • Ratna Chowdhury

This study attempts to present internship prevailing in West Bengal State University from the year 2015. Teacher Education Institutions have potential to bring changes in educational system and build a nation. Internship provides excellent opportunity for the prospective teacher to learn to teach, acquire all the necessary understandings, skills, attitudes and appreciations in a real school situation. Teacher Education involves deliberating several issues relating to content, learning and teaching methodologies, materials development and capacity building requirements for its effective implementations. This study focuses on the overview of practice teaching, its problem, issues and challenges and focused on the significance of concerns, activities and context. This article consists of three sections. The first section presents the overview roll of trainee teacher in practice teaching. Second section presents the challenge of teacher educators and the third section criticize the B.Ed. curriculum related to the Internship Programmes in B.Ed. Programme of B.Ed. Department, Gobardanga Hindu College under West Bengal State University. The methodology of the study is a mixed type involving interpretative, analytical study of documents, survey questionnaire, interview, observation and study secondary sources, like books, articles, journal, thesis, university news, expert opinion and websites etc. Finally, meaningful suggestions are offered.

  • Kaushik Das Kaushik Das

The present study examined the major practices of the Pedagogical Approaches in Mathematics Education. The present paper explores the responsibility of Mathematics Teachers & finds out the problems and challenges to integration Mathematics and Pedagogical knowledge. In this article, the researcher finds out the pedagogical outcomes in mathematics classrooms at school & college level. This study tries to present the Pedagogical Approaches in the teaching-learning of mathematics class in India as a shadow. The methodology of the study is a mixed type involving interpretative approach where qualitative data were collected and study secondary sources, like books, articles, journal, thesis, university news, expert opinion and websites etc. Finally, meaningful suggestions are offered.

  • Kaushik Das Kaushik Das

This study examines the lack of Mathematics knowledge in two-year B.Ed. curriculum from the year 2015. Teachers- Educational Institutions can play a significant role in bringing changes to the Education System and can develop a Nation. Teacher Training Institute is actually a Teacher-Making Factory, which has been playing an important role in the formation of a nation and a nation for a long time. Here teachers of various pedagogy subjects are trained. For example - Bengali, Sanskrit, English, History, Geography, Biology, Education, Physics Mathematics and Chemistry, etc. Mathematics is one of them. While studying Pedagogy on a specific subject in two year's Bed. Course, students also have to study other subjects and Pedagogics. In general two years B.Ed. courses can be divided into three categories, a) Theory Part, b) Practicum and c) Internship. This study focuses on the practical work and use of mathematical knowledge on the overview of two universities, one of which is WBSU and the other is WBUTTPA in West Bengal, India. The methodology of the study is a mixed type involving an interpretative, interview, observation and study secondary sources, like books, articles, journal, thesis, university news, expert opinion and websites etc. Finally, meaningful suggestions are offered.

  • Kaushik Das Kaushik Das
  • Rammohan Mondal
  • Ratna Chowdhury
  • Raja Paul

This study examines the lack of Mathematics knowledge in two-year B.Ed. curriculum from the year 2015. Teachers- Educational Institutions can play a significant role in bringing changes to the Education System and can develop a Nation. Teacher Training Institute is a Teacher-Making Factory, which has been playing an important role in the formation of a nation and a nation for a long time. Here teachers of various pedagogy subjects are trained. For example - Bengali, Sanskrit, English, History, Geography, Education, Biology, Fine-Arts, Physical Education, Physics, Mathematics and Chemistry, etc. Mathematics is one of them. While studying Pedagogy on a specific subject in two year's Bed. Course, students also have to study other subjects and Pedagogics. In general two years B.Ed. courses can be divided into three categories, a) Theory Part, b) Practicum and c) Internship. This study focuses on the practical work and use of mathematical knowledge on the overview of two universities, one of which is WBSU and the other is WBUTTPA in West Bengal, India. The methodology of the study is a mixed type involving an interpretative, interview, observation and study secondary sources, like books, articles, journals, thesis, university news, expert opinion and websites etc. Finally, meaningful suggestions are offered.

  • Kaushik Das Kaushik Das
  • Dipanjana Roy

Along with social needs, the education system is changing every moment in every single day. B. Ed. course is mandatory to get a job in school, and it's necessary for an untrained teacher. Currently, the number of private, Government autonomous & Government-Aided B.Ed. colleges have modified to prepare for conduct two years B.Ed. course in West Bengal. But all B.Ed. colleges have not enough sufficient infrastructure to conduct the program. The progress and development of a nation largely depend on its teachers' community because of their noble and massive contributions in nation-building. They have remarkable contributions in making and shaping each and every person of the society. NCTE formulated the National Policy (Recognition Norms and Procedure) Regulations 2014, in India, where the B.Ed. the course period is two years in India. The researchers choose various factors to measure the level of Infrastructural Facilities of in-service and pre-service teacher trainees on the basis of five dimensions that are a) Teaching-learning resources, b) Fee, c) Library facility, d) Administrations and e) Appropriate physical infrastructure. For this paper, researchers have developed a five-dimensional questionnaire used to find out the infrastructural facilities of Trainee Teachers in two- years B.Ed. programme. The questionnaire had a total of 19 questions for Trainee Teachers. Researchers choose 274 trainee teachers from Govt. aided and private B.Ed. colleges in two different Universities. The main objective of the present study is to find out the Infrastructural satisfaction of trainee teachers in various teacher training colleges in West Bengal, India. The methodology of the study is a mixed type involving interpretative, analytical study of documents, survey questionnaire, interview, observation, and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are offered.

  • Kaushik Das Kaushik Das

Article History Published Online: 15June 2019 The present study mainly intended to find out the strengths, weaknesses, opportunities, and threats of B.Ed. Department, Gobardanga Hindu College under West Bengal State University in West Bengal, India with respect to various aspects of Teacher Educators. It also enquires about the attitude of Teacher Educators towards the elementary two years Teacher Education Programme and the teaching aptitude of . student-teachers studying in this institution. Through the strengths, weakness, opportunities, and threats (SWOT) method, this paper analyses the advantages and disadvantages of Teacher Educators in rural Gobardanda, North Twenty Four Parganas district at present as well as the existing opportunities and potential threats. In this study classify the teaching experiences of in the Teacher Training College from the academic year 2015-17, 2016-18, and 2017-19. The objective of the study is to present a brief review of the Teacher Educator's contribution, exercise, best practices and focused on the significance of concerns, activities, and context. The methodology of the study is a mixed type involving interpretative, analytical study of documents, survey questionnaire, interview, observation and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are offered.

  • Kaushik Das Kaushik Das

The present study examined the significance of the Mathematics Laboratory for Mathematics teaching in Schools, Colleges & Teacher Training Institutes in India. Researchers present the overview of Math-Lab for effective mathematics teaching and discuss the important roles of the mathematics laboratory for mathematics learning. The mathematics laboratory classroom solves this problem by combining these environments. Laptop computers address the needs of software and networking but there are fewer pro levels that help maintain a more balanced classroom environment. In the teaching and learning of mathematics, the mathematics laboratory, with the support and companionship of both the student-teachers, can play a significant role and can have a significant impact on the progress of the students in mathematics. The main objective of the present study is to find out the major factors of Mathematics Laboratory in Mathematics-Education. This study discusses the concepts of mathematics in the classroom, the mathematics laboratory and its importance, and how to use the mathematics laboratory for trained teachers, from beginning to elementary level mathematics education. The methodology of the study is a mixed type involving an interpretative approach where qualitative data were collected and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are offered.

  • Kaushik Das Kaushik Das

The objective of this study is to explore the role of the application of ICT tools in Mathematics teaching. Learning and conversation technologies (ICT) are an integral part of daily life, including the teaching-learning process. Mathematics is considered the queen of all sciences. For a long time, the role of mathematics was reduced to the purely academic domain. But at present, the role of mathematics is not limited to the purely academic domain. It has entered the field of technology and industry. This paper will highlight the importance of the integration of knowledge and communication technologies (ICT) into the teaching and learning of mathematics in Teacher-Training College and School level. The methodology of the research is a different type involving an interpretative, conversation, observation and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are given.