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Mathematics is one of the most important subjects of our life. It makes our life orderly and prevents chaos. There are certain qualities that are nurtured by Mathematics. These qualities are power of reasoning, creativity, abstract thinking, critical thinking, problem solving and even effective communication. Informed citizenship demands a good knowledge of Mathematics for such tasks as balancing budget and adjusting expenses for the computation of taxes. It helps an individual to tackle with everyday life problem. Moreover, Mathematics helps individuals for further studies and for better career. It prepares individuals for a wide variety of vocations in a rapidly changing technological world. It can be said that to some extent everybody is*…show more content…*

Moreover, mathematical thinking is important for all members of the modern society. It is fundamental for national groups as it provides tools for understanding fields such as Science, Technology and Economics, all of which diversely enables citizen to participate in the knowledge-based economy. Unfortunately, Mathematics has always been recognised as a difficult subject. Partly because of its abstract nature and the way it is taught. Mathematics is not just a construction of knowledge. It is also the construction of attitudes and beliefs. While learning Mathematics, a student may develop a sense of self-confidence, self-efficacy and achievement if s/he finds the subject accessible and the contrary may happen if the opposite scenario occurs. However, if a student experiences failure s/he might develop a negative attitude or phobia for the subject. In other words, student‟s disposition to study Mathematics depends a lot on how students understand the content and find the subject within his/her reaches. This study specifically explores students‟ disposition towards Mathematics. It is understood that both cognitive and affective factors are important in the learning of*…show more content…*

The curriculum forms a vital part in the process of education. In Mauritius, we have the primary curriculum and the secondary curriculum. Children begin learning Mathematics well before they enter primary school. Starting from childhood and continuing throughout the preschool period, they develop a base of skills, concepts, and misconceptions. The learning of Mathematics at primary level focuses on developing mathematical literacy whereas the secondary level is to help the student acquire problem solving skills and the ability to reason logically. At the lower secondary level, the Mathematics curriculum put emphasis on building and extending the basic structures on which higher Mathematics is to be constructed. However, at this particular stage, students are required to develop their ability to reason algebraically, multiplicatively and geometrically. The aim is to help students in developing knowledge, skills and attitudes so as to be able to “mathematise” situations by formulating, solving and reflecting critically on problems. Moreover, the lower secondary curriculum is also meant to stimulate the curiosity of students and give them a mathematical experience where they derive satisfaction, enjoyment and confidence in learning Mathematics. Mathematics is considered as a core subject up to grade 11. Classes of grade 7 to grade 9 form part of the Scientific Research which

Moreover, mathematical thinking is important for all members of the modern society. It is fundamental for national groups as it provides tools for understanding fields such as Science, Technology and Economics, all of which diversely enables citizen to participate in the knowledge-based economy. Unfortunately, Mathematics has always been recognised as a difficult subject. Partly because of its abstract nature and the way it is taught. Mathematics is not just a construction of knowledge. It is also the construction of attitudes and beliefs. While learning Mathematics, a student may develop a sense of self-confidence, self-efficacy and achievement if s/he finds the subject accessible and the contrary may happen if the opposite scenario occurs. However, if a student experiences failure s/he might develop a negative attitude or phobia for the subject. In other words, student‟s disposition to study Mathematics depends a lot on how students understand the content and find the subject within his/her reaches. This study specifically explores students‟ disposition towards Mathematics. It is understood that both cognitive and affective factors are important in the learning of

The curriculum forms a vital part in the process of education. In Mauritius, we have the primary curriculum and the secondary curriculum. Children begin learning Mathematics well before they enter primary school. Starting from childhood and continuing throughout the preschool period, they develop a base of skills, concepts, and misconceptions. The learning of Mathematics at primary level focuses on developing mathematical literacy whereas the secondary level is to help the student acquire problem solving skills and the ability to reason logically. At the lower secondary level, the Mathematics curriculum put emphasis on building and extending the basic structures on which higher Mathematics is to be constructed. However, at this particular stage, students are required to develop their ability to reason algebraically, multiplicatively and geometrically. The aim is to help students in developing knowledge, skills and attitudes so as to be able to “mathematise” situations by formulating, solving and reflecting critically on problems. Moreover, the lower secondary curriculum is also meant to stimulate the curiosity of students and give them a mathematical experience where they derive satisfaction, enjoyment and confidence in learning Mathematics. Mathematics is considered as a core subject up to grade 11. Classes of grade 7 to grade 9 form part of the Scientific Research which

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