Causes of Learning Difficulties in the Subject of Mathematics at Secondary Level: Educators’ Perspectives
DOI:
https://doi.org/10.58932/MULI0025Keywords:
mathematics learning difficulties, math anxiety, secondary education, teacher perspectives, conceptual understanding, pedagogical content knowledgeAbstract
Mathematics is often perceived as a challenging subject, leading to significant learning difficulties among secondary school students. This study explores the multifaceted causes of these difficulties from the critical viewpoint of educators. A qualitative phenomenological research design was employed, conducting in-depth semi-structured interviews with twenty (N=20) mathematics teachers from various public and private secondary schools. Thematic analysis revealed that the causes are multifaceted and interconnected, categorized into student-related factors (e.g., math anxiety, foundational knowledge gaps, negative attitudes), instructional and curricular factors (e.g., abstract teaching methods, overcrowded curriculum), and systemic factors (e.g., large class sizes, lack of resources). The findings underscore that educators perceive the lack of conceptual understanding and pervasive math anxiety as the most significant barriers. The study concludes that addressing these difficulties requires a holistic approach, including teacher professional development on pedagogical content knowledge, curriculum reform to promote conceptual learning, and systemic support to reduce resource disparities. This research provides valuable insights for policymakers, curriculum developers, and teacher trainers aiming to improve mathematics education outcomes.
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