However, her professor took note of her dedication and ability to tackle such a challenging problem. When she received her grade, it was not surprising that she had scored low. She found herself completely engrossed in solving a few, difficult problems during a University test, leaving the other problems unfinished. The professor shared a personal story to encourage the class struggling with quantitative analysis. The class had a diverse mix of students, including those with backgrounds in marketing, history, pol-sci, engineering, sociology, and economics not excluding qualified lawyers. Kotecha's assertion that poor quality of teaching in high schools is responsible for the low participation of young students in STEM subjects.īut, during my time at Azim Premji University as a public policy student, I took a statistics course taught by a postdoctoral econometrics professor from Carnegie Mellon University. This leads to restricted cognitive abilities and negative emotions towards math, impacting both academic and non-academic interactions.ĭuring my high school years, I too experienced a fear of mathematics. Meena Mehta Kotecha's research on mathematics anxiety (MA) highlights the harmful effects of this phenomenon, especially where students perceive themselves as "bad" at math. All I saw were equations such as V=IR and (J⋅K−1).ĭr. I couldn’t see the current flow or molecules vibrate. What use are imaginary numbers in the real world? Do they have purpose or is it just mathematicians having some fun ?
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