EFFECT ON TEACHING AIDS AND PROBLEM POSING ON DEVELOPING POSITIVE ATTITUDE TOWARDS MATHEMATICS LEARNING

   

     ABSTRACT

              

  The  purpose of study on the effect of teaching aids  and problem posing on developing positive attitude towards Mathematics learning. To the support the research we use qualitative method involving 60 student of grade 8 of Holy Ghost C.G.H.S Thottakkattukara. The data were collecting using Questionnaire,observation method and interviews. The resulted as most of the students to learn mathematics on the basis of interest and innovative teaching methods and problem posing techniques. Also they are interested in teaching aids and problem posing questions.

KEYWORDS

         Attitude

         Teaching aids

         Posing questions

INTRODUCTION

  In  several education systems all over the world , mathematics is one of the important subjects with in the list of foundation subjects that constitute the core curriculum for basic education.The basic knowledge acquired in mathematics at the lower level is vital  for student to progress to upper classes in secondary schools. Mathematics is a core subject in schools. Attitude plays an important role in learning mathematics. Attitude is a learn pre deposition or tendency on the part of an individual to react favourably or unfavourably towards a designed class of stimulli, or which is  a tendency on the  part of an individual to respond positively or negatively true to some object , situation, concept.

                  In teaching and learning process of mathematics, the attitude towards mathematics learning is very important. It effects student’s achievement in mathematics, such as the teaching method, quality of teaching aids. A teacher should possess attitude on mathematics. A lower level provide base for higher studies in mathematics. It also causes effect achievement of mathematics at secondary level. The use of innovative teaching aids and problem posing method at secondary level improve their positive  attitude for future education.

         According to Roger Becon “mathematics is the gateway and key  of the sciences, neglect of mathematics works injury to all knowledge”. The  objective of mathematics education are school level are you cultivate mathematical way of thinking. Mathematics develops our intellect thinking and reasoning. To quote young “it is the only subject to encourage and develops logical thinking and enables the student to discriminate between essentials. The most important skills in mathematics are careful analysis and clear reasoning. We use mathematics in everyday life from simple task to complex task. Mathematics is a cultural based subject for developing of values not examination oriented subject. One of the major goals of mathematics education is to enable students to apply mathematics in appropriate situation. Students should not only e able to do to form fundamental operations, they should recognise when to use these operations . They should be e able to utilise their computational facility to should real problems.

              

THEORETICAL BASIS 

     MATHEMATICS EDUCATION

  Numerical Sciences have always existed in humanity since man made use of his reason, in which it showed that society considers of great importance the scientific formation of being, since its infant context until the development of its intellectual maturity. The mathematics are essential in all human lives, for this reason, it is contemplated inside education, as one of the areas that require attention. In this sense, Mora (2005), indicates that the teaching and learning process of mathematics considerably contributes with the permanent culture of mathematics, its conceptual advance and the conformation of groups and subjects motivated and convinced of the importance, utility, potential, and power that characterize to mathematics when they are focused from one culture of learning and teaching multipurpose and interdisciplinary, extremely additional contrary to the actual predominant tendencies.

 MOTIVATION IN LEARNING

       According to Chiavenato (2006), motivation is the interest that the student has for his or here’s own learning or for activities that drive the student. Today it is a key factor in learning, due to this, it is important to understand why in adolescents, motivation descends and with it mathematic performance, especially the passing through secondary to higher education.The interest can be acquired, to maintain or increase in function of intrinsic and extrinsic elements. One must distinguish from what has traditionally been called in institutions as motivation that is nothing more than what the professor does in order to motivate students (Turner, Bogner, & Christensen, 2011). The term, motivation, alludes to the aspect in virtue in which the living subject is an auto-dynamic reality that differentiates from inert beings. A living organism distinguishes itself from those that are not because it can motivate themselves. Motivation, relates, at least to these determinants that make the subject behave in a determined manner having in themselves the principle of its own movement.

2. METHODOLOGY

      This study helps to find out the percentage of students, who showing positive attitude towards Mathematics learning. It is quantitative method research.The students sample was students from 8'th grade of Holy Ghost C.G.H.S. Thottakkattukara. It was envisaged that the number of times of interaction between the students to know the attitude towards subject. Two set of questionnaire were used for gather data. Make two set of questionnaire regarding to gather information about attitude towards mathematics when before and after use of teaching aids such as charts, models, and problem posing methods. Also observed each students of the class. Observation can be done directly or indirectly with the subject and attitude of pupil. 

   3. TECHNIQUE OF DATA COLLECTION

          The instruments  of the  data collection were questionnaire and interviews. Also observation used in questionnaire. Questionnaire contains 20 questions regarding positive attitude due to interest , teaching aids and posing questions, confidence and competence, learning environment.

 4. RESEARCH RESULT

       The collected data regarding positive attitude towards mathematics learning analysed by question wise in the questionnaire and divide the marks into 4 categories. Positive attitude towards interest, teaching aids and posing questions, confidence and competence, and learning environment.The answers is related to pre-test calculated accordingly the students have no attitude towards mathematics learning. The  marks in post test is the  students have marks got after the class using teaching aids such as charts, models and posing questions. The students have positive attitude towards mathematics learning according to each categories are attitude of pupils towards interest, teaching aids, confidence level and competence and classroom environment. In pre survey out of 60 students only 40% students are showing positive attitude due to interest and 55% students showing positive attitude due to teaching aids and problem posing methods. Only 35% students show positive attitude due to you confidence and competence, 60% students shows positive attitude towards mathematics learning due to learning environment        

                

Figure (a) graph showing results in pre survey

 In post survey out of 60 students 80 % students showing positive attitude towards mathematics learning due to interest, 85% students 

showing positive attitude due to teaching aids and problem posing questions. There is improvement of students showing positive attitude due to confidence level and competence, and 80 % students showing positive attitude due to learning environment.

   

Figure(b) showing result after post survey

      According to the questionnaire we can understood the attitude of students towards mathematics learning. There are 46% increase in interest of pupils to learn mathematics. 70% increase in positive attitude due to  using charts and models as well as question answer method. 58% increase in confidence and competence. Also 10% students are still are main constant in both survey. 48% pupils gets improved. Effect of teaching aids and problem posing helps to improve the positive attitude towards mathematics learning. Also improve the confidence level and competence among pupils. There is a significant effect on the teaching aids and problem posing on developing positive attitude towards mathematics learning among secondary school students.

 5. CONCLUSION

      

      Now days there is a large difference in  reducing the attitude towards mathematics learning. The reasons for  reducing positive attitude due to the interest understanding of pupils, level of confidence, facts and competence. The learning material also influence the learning situation. The interest of pupils increases, the positive attitude towards maths learning. Also the use of teaching aids and innovative charts helps to  improve attitude towards maths learning. There is large difference in positive attitude and negative attitude. Through this study recognise that , pupils learned mathematics is not a difficult subject, it is not a subject to by hearted, it needs practice. Pupils should do you there homework on time. These are great ways to practice Maths. Pupils should learn Mathematics along with enjoyment find some time to revise the previous lessons. If there any doubts, clear, it immediately with the help of teacher. Mathematics teacher should create a learning situation for pupils. Maths teachers should use to teach maths class use teaching aids and innovative charts. Also help them revise the portion. There for it is important to implement innovative teaching methods to improve student's positive attitude towards mathematics learning.

  6.REFERENCE

         

        (1)   www. attitude towards mathematics effect of individual.in

        (2)   www. relationships between attitude towards Mathematics.in

        (3)   https//self efficiency attitude among secondary school.in