Enhancing Adolescent Analytical Skills through Mathematics and Mathematics Teaching Methods at the Secondary Level

Marzina Akter Reba; Rojina Akter

doi:10.18034/ajase.v12i1.13

Authors

Marzina Akter Reba Lecturer (Mathematics), School of Business, Asian University of Bangladesh, Dhaka, Bangladesh
Rojina Akter Lecturer (Accounting), School of Business, Asian University of Bangladesh, Dhaka, Bangladesh

Keywords:

Adolescent

Mathematics Skill

Secondary Teachers

Teaching Strategies

Mathematical Tasks

Abstract

This article is a conceptual paper that describes different approaches for teaching mathematics to secondary school students that blend learning with the intrinsic motivation that comes from their reactive intelligence. Students ultimately study mathematics after "learning math." The level of the children's mathematical knowledge is revealed by their ability to read a text and recognize symbols, including numbers, and visuals like diagrams and graphs. Adolescents use their diverse skill sets to master mathematics in these different contexts at the secondary level. Here it is found that the students often use the knowledge from their daily lived experiences (from direct and indirect engagements) to assist them with the mathematics in the textbook and used conceptual understanding rather than formal procedures in response to the mathematics textbook. Stimulating questions, analyzing problems, successful responses, and solving techniques are significant motivating tools in mathematics, which is especially beneficial in the framework of Mathematics learning. These tools and techniques are often used at the secondary to teach mathematics.

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