International Journal of Science, Engineering and TechnologyAuthors: Vaibhav Tambe, Vishnu Prakash Kareepadath
Abstract: This Research investigates students' perspectives on mathematics compared to other subjects, focusing on the plurality and underlying factors of math anxiety in the context of primary and secondary education in Sirohi, Rajasthan. Acknowledge the crucial role of mathematics in the STEM field and the documented phenomenon of math anxiety. This qualitative study aims to understand how students perceive mathematics in terms of interest, difficulty, and anxiety levels when compared with other subjects. Drawings from the National Curriculum Framework 2023 (NCF2023), Which Identifies societal views and teaching methods as key factors contributing to math anxiety. This research used semi-structured interviews with over 30 primary and secondary school students ( grades 5th – 10th, aged 11 to 16) from rural Hindi-medium government schools and English-medium government schools in Sirohi. The collected data was analyzed using thematic analysis. Key findings reveal significant influence by conceptual clarity, effective teaching methods, utilizing familiar examples, and parental support. Furthermore, challenges in teaching approaches subject-specific difficulty (notably areas like algebra, Trigonometry, Sanskrit vocabulary, and Social Science concepts) and subject-related anxiety were reported for mathematics and subjects like Social Science and Sanskrit. Notably, societal expectations position mathematics as the key to success and employment, along with parental influence, and most importantly, it shapes students' attitudes and choices towards mathematics. These insights inform the development of more effective teaching strategies and curriculum design to reduce subject-related anxieties and promote a more positive attitude towards all subjects, including mathematics, within the context of primary and secondary education in Sirohi, Rajasthan.
