Manuscript received on 13 September 2023 | Revised Manuscript received on 15 October 2023 | Manuscript Accepted on 15 October 2023 | Manuscript published on 30 October 2023 | PP: 1-8 | Volume-10 Issue-2, October 2023 | Retrieval Number: 100.1/ijbsac.B1159103223 | DOI: 10.35940/ijbsac.B1159.1010223
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© The Authors. Published By: Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This paper delves into the realm of mathematics pedagogy, exploring various facets of teaching and learning mathematics. Through the analysis of the modified Fennema-Sherman Attitude Scales and an in-depth examination of best practices, this paper aims to shed light on the attitudes of students toward mathematics and provide recommendations for improving mathematics education. The paper emphasizes the importance of cultivating a growth mindset, promoting diversity and inclusion, and incorporating active learning strategies in mathematics instruction. It highlights the significance of continuous professional development for educators and support systems for students facing challenges in mathematics. As we conclude this internship, it is clear that mathematics education is not static but a dynamic field that demands collaboration and a commitment to excellence. This paper serves as a compass for future endeavors, guiding the way toward a mathematics pedagogy that empowers learners and transforms perceptions of mathematics.
Keywords: Mathematics Pedagogy, Dynamic Field, Empowers Learners, Mathematics Education
Scope of the Article: Topology