Kids find maths a hard nut to crack

Sur­vey looks into ‘maths anx­i­ety’

Deccan Chronicle - - CITY - ANUSHA PUPPALA I DC HY­DER­ABAD, JUNE 14

A re­cent sur­vey by Cue­math found that chil­dren in school tend to face the high­est amount of pres­sure to per­form well in math­e­mat­ics rather than any other sub­ject.

The sur­vey found that 89 per cent of par­ents be­lieve math is the tough­est sub­ject for their kids yet 81 per cent said their child's per­for­mance in maths was most im­por­tant. Around 77 per cent be­lieved that math was not taught well in schools and 75 per cent saw tu­itions as a must.

The sur­vey con­sid­ered a ran­domised set of over 1,000 par­ents in met­ros to gauge their aware­ness of ‘maths anx­i­ety.’ While 68 per cent of par­ents were not aware of ‘maths anx­i­ety’, 67 per cent were will­ing to take cor­rec­tive mea­sures.

“The prob­lem is that maths is looked at as just a sub­ject, not a life skill. Black­board teach­ing and rote learn­ing have cre­ated un­nec­es­sary hur­dles,” said Cue­math CEO and founder Manan Khurma.

“Sev­enty-nine per cent of par­ents said their child shows in­ter­est in solv­ing maths-based ac­tiv­i­ties like puz­zles and Ru­bik’s cube, a clear in­di­ca­tion that an en­gag­ing and in­tu­itive way of learn­ing will gen­er­ate more in­ter­est and cu­rios­ity from the child,” he said. Mr Khurma said maths anx­i­ety stemmed from a lack of development of strong fun­da­men­tals. “To over­come this, early-stage math skills development is cru­cial," he said. "The re­cent move by HRD min­is­ter Prakash Javadekar to form a com­mit­tee to tackle math pho­bia is thought­ful.” Mr Chan­dra­jeet Singh, a par­ent, said maths was not taught well in schools. “I spent time with my kid to see whether he un­der­stood the con­cept or not. To my sur­prise he did not and I had to ex­plain it.”

The prob­lem is that maths is looked at as just a sub­ject, not a life skill. Black­board teach­ing and rote learn­ing have cre­ated un­nec­es­sary hur­dles," — Manan Khurma, CEO and founder of Cue­math

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