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Strategies to Improve Students’ Attitude Towards Math at a Higher Grade Level

At a higher grade level, students’ attitudes towards math can be quite varied. Some may

find the subject interesting and challenging while others might view it as tedious or difficult to

understand. For those who are more interested in mathematics, they often have an easier time

grasping concepts due to their enthusiasm for learning new things; however this is not always

true since some people just naturally excel at certain topics regardless of how much effort put

into studying them beforehand. Those with negative feelings about math usually struggle when

trying to comprehend complex equations or formulas because these require intense concentration

which many do not possess - especially if there has been no prior exposure on similar subjects

before entering high school/college courses where such material would become relevant again

later down line during career paths chosen after graduation day arrives eventually too soon

enough unfortunately. To combat this issue, teachers must ensure that each student receives

adequate instruction tailored specifically according to him/her so everyone feels comfortable

understanding the content of being taught instead of having difficulty keeping up the pace set

forth to class overall – otherwise grades will suffer greatly over long run unless extra help

provided outside the regular classroom hours whenever possible, it also helps alleviate stress

levels associated with academic performance expectations placed upon young minds in today's

society.

One strategy that has been used in the past to improve students' attitudes towards math at

a higher grade level is providing more engaging and interactive activities. This could include
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using games, puzzles, or simulations as part of instruction so that learning becomes fun instead

of tedious for those who may not be naturally inclined towards mathematics. Another approach

would involve breaking down complex concepts into smaller chunks which are easier to

understand; this can help reduce anxiety levels associated with tackling difficult problems by

allowing learners take their time digesting material before moving onto next step process-wise

too. Teachers can effectively use these strategies to improve students' attitudes towards math by

providing engaging activities during instruction time. One of the main challenges teachers face

when trying to improve students' attitudes towards math at a higher grade level is overcoming

any negative preconceptions that may have been formed in earlier grades. This could include

addressing misconceptions about mathematics or providing more engaging activities during

instruction time so that learning becomes fun instead of tedious for those who may not be

naturally inclined towards it.

The three main components of attitude, as outlined by Syyeda (2016), are affect,

cognition and behaviour. Affect refers to the emotional response that a person has towards

something; this could be positive or negative depending on their experience with it in the past.

Cognition is how an individual processes information related to math such as understanding

concepts or solving equations while behavior involves actions taken based off these

thoughts/feelings - like studying for exams more diligently than usual due diligence required

succeed academically speaking anyways. These components work together when forming

attitudes about mathematics at higher grade levels because they all influence each other: if

someone feels negatively about math then chances are he/she won’t put much effort into learning
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it which will lead poor performance & further reinforce existing beliefs held already before even

starting coursework.

Improving students' attitudes towards math at a higher grade level can have many

potential benefits. Firstly, it could lead to better academic performance as those who are more

motivated and engaged in their studies tend to do better overall than those who lack enthusiasm

or interest for the subject matter. Secondly, having positive feelings about mathematics may also

help reduce anxiety levels associated with tackling difficult problems since learners will be less

intimidated by complex concepts if they feel confident enough in themselves and their abilities

beforehand - thus making them more likely to take risks when necessary which is an important

skill needed succeed life generally speaking anyways.

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REFERENCE

Syyeda, F. (2016). Understanding Attitudes Towards Mathematics (ATM) using a Multimodal

modal Model: An Exploratory Case Study with Secondary School Children in England.

Cambridge Open-Review Educational Research e-Journal, 3, 32-62. Retrieved from

http://corerj.soc.srcf.net/?page_id=224