VISCERAL FEAR OF STUDYING MATHEMATICS

Mathematics is not terrifying, yet it tends to cause anxiety in the group, that needs it the most, ‘students.’

The term Mathematical anxiety is defined as the feeling of anxiety, in which one cannot perform efficiently in situation that involves the use of mathematics. During this the student feels tension and worry that interfere with the manipulation of numbers and the solving of mathematical problems in academic sessions as well as in ordinary life situations. 

Normally, the principles of mathematics are understood by children at an early stage. Preschoolers understand counting, and by kindergarten it is common for children to use counting in a more sophisticated manner by adding or subtracting numbers. Around six years of age children begin to perform addition and subtraction mentally. And, by eight years of age they can retrieve mathematical answers from memory. Thereafter, with proper training normally functioning children acquire these basic mathematical skills and are able to solve more complex mathematical problems with more sophisticated training. Truth is not as simple. It is however, correct that children learn certain mathematical skills by certain ages, but with these mathematical expertise students often develop mathematical anxiety in school, from teachers who are themselves anxious about their mathematical abilities. 

Stress which comes from anxiety is bad for one’s health as well as for one’s performance, in the area causing the stress. A severe anxiety may lead to phobia, such as mathematics phobia, where it is common for students to make statements like – I can’t do math or I hate math. Mathematical phobia is chronic disorder characterized by excessive, long lasting anxiety and worry about mathematical situation such as test and general mathematical performances. Neurophysiologic; the branch of physiology and neuroscience that is concerned with the study of the functioning of the nervous system, studies suggest that, mathematical anxiety brings out emotions and pain related activation during and before mathematical activities, and the negative emotional response to mathematical anxiety weaken processing efficiency. The birth of mathematical anxiety can be traced back to the period where the fundamental aspects of mathematics are taught. At the time, a set of negative experiences are created around the subject that heightens the fear of mathematics in children or student, that builds up throughout life, and may trickle into adulthood, when the student is pursuing higher education.  

Mathematics is usually taught as a right and wrong subject. In contrast to most subjects, mathematics is often taught as if these were a right way to solve the problem and any other approaches would be wrong, even if students got the right answer. While in learning, understanding the concept should be paramount, but with right or wrong approach to teaching, students are not encouraged to experiment and take risks. By the use of the standardized teaching method, student who have different learning pattern tend to be ignored, this leads to their falling behind the class. And, this indifference to mathematics only increases the pressure on students to do well by their parents and teachers, leading to the development of anxiety.           

A student with mathematical anxiety doesn’t necessary lack ability in mathematics; rather they cannot perform to their full potential due to the interfering symptoms of their anxiety. This anxiety manifests itself in many ways like physical, psychological and behavioural symptoms. Mathematical anxiety also affects working memory, when solving mathematical problem, a large portion of this capacity is dedicated to problem solving. However, in students with mathematical anxiety, much of this space is taken up by anxious thoughts, thus compromising the individual’s ability to perform. Research have shown that student’s mathematics ability differs across countries, for example, students of India, Korea and Singapore show higher mathematics solving capabilities. The reason is that people who develop a growth mindset believes that everyone has the ability to grow their intellectual ability, learn from their mistakes and become more resilient learners. Parents in these countries tend to set high expectations and standard for their children. Mathematics is often labelled as a masculine ability; as a result girl students often have low confidence in their mathematical ability. This gender stereotype can reinforce low confidence in girl student and can cause mathematical anxiety.     

The primary aim of education is to serve as an equalizing instrument for society. So to develop student’s interest in mathematics teachers and parents need to adopt certain measures that will help them in engaging the students to mathematics in a more attractive manner. A major complaint that students have about mathematics is the inability to see it in action in everyday life. So, by infusing real world examples with mathematical concepts teachers can help students view mathematics from an entirely different point of view, for example, fraction can be taught by physically showing the division of a chocolate bar, geometry can be linked to the drawing students make in their art class etc. The teacher needs to adapt multi format teaching method, as students respond differently to different teaching methods. So, when it comes teaching mathematics concepts, teachers should adapt varied aids to combine visual, auditory or physical learning methods. This process can enable teachers to customize their teaching methods to suit each student and connect mathematical concepts to relatable objects that students encounter in their everyday life. Another reason for the fear of mathematics for students is their inability to understand the problem. This occurs because of the lack of holistic and multi faceted exposure to different concepts of mathematical concepts taught to students in schools in their childhood.  Students must be taught to consider each problem as a collection of individual elements. And, by understanding each element separately, students can be taught to look at a problem as a combination of concepts that are present in other problems also. It is also important to teach each student that mathematics is a language of its own. And, if students can’t speak the language fluently, they don’t really understand the fundamental concepts. For example, using a sentence structure such as, A ____ has four sides and four corners, or one metre is equal to _____ centimeters, etc. during warm-ups allows students to develop fluency in mathematics vocabulary, which will help the students in a attaining a deeper understanding of different mathematical concepts. One of the easiest ways to reduce the student’s mathematical anxiety is for the parents to be involved in their child’s education. This is because parent’s perception on mathematics influences their child’s perception and achievement in mathematics. This means that, if a parent makes it apparent that they do not enjoy mathematics, this can influence the way child views mathematics.

Teachers and parents need to remember that children are curious by nature, so it is alright to except questions, like, why do we do it this way, and not that way? It becomes better if both parents and teachers respond positively to these sorts of questions, and use them to help the children and students deepen their understanding of mathematics by examining alternative methods, so the students can chose for themselves which they prefer.

A little change in attitude will make the student love mathematics and build self confidence knowing that the student has passed over and reached the mathematics loving community.            

JOHANN GUTENBERG THE MAN AND HIS STORY

Johann Gutenberg the man responsible for introducing printing press in Europe.

The man

Johann Gutenberg a German craftsman and inventor was born in Mainz in around 1398 A.D. in the aristocratic Gensfleisch family; the part owner of the Mainz mint that produced official coins, medals and jewellery for the city.  As a young man Johann trained as a gold smith, metal worker and gem cutter. There was a custom to take the name of one’s house as one’s surname, he lived in a house named Hof zum Gutenberg, so the young Johann began using Gutenberg as his surname. Even though Gutenberg is wrongly credited as the father of printing press, as he did not invent the printing press or the printing ink or even the movable type, but he did built on the work of others, starting with the existing tools and devices, which he modified, refined and perfected.   

The idea

Before Gutenberg’s printing press, the scribes used quill pen to copy a text word for word on a piece of stiff parchment, which led books to be rare and expensive. Gutenberg while working at the mint stuck an idea, producing books mechanically that would allow multiple copies of a book to be printed at the same time instead of being hand copied one by one.

The Strasburg years

Due to problems between the patrician and the guild Gutenberg was forced out of Mainz. In 1430’s he resurfaced in Strasburg, France. In that period, devotional object’s market was flourishing, so he set up a workshop and worked on three projects. Two out of them were public knowledge, one was a new method of polishing precious stone, the second, a way to manufacture holy mirror, for the pilgrims of Aachen, as well as wood cuts and gems depicting saints. The third project, a printing press, was not known to public. Money ran out so he took on three partners – Andreas Dritzehn, Hans Riff and Andreas Heliman who invested on his projects. In 1939, after the death of Andreas Dritzehn he faced lawsuits from Dritzehn’s brothers claiming a share of the partnership of printing press. As during the case, rumours of Gutenberg’s secretly working on a printing press were prevalent, a local carpenter confessed to have assisted on the building of a wooden press, and a gold smith announced that Gutenberg had bought large amount of printing material. Nevertheless, he managed to avoid giving testimony. 

The breakthrough in Mainz

In 1446 A.D. he returned to Mainz and found financial backing from Johann Fust who loaned eight hundred guilders, which allowed him to go ahead with his project. Along with his assistant Peter Schoffer Gutenberg worked on the types, as he wanted the letter type to be perfectly flat and all type to be absolutely regular. Breakthrough came with a brilliant idea; he broke up the text in constituent parts, letters, punctuation marks, and frequent combinations known as ligatures. These were then combined to form the block for printing words, lines and pages. The characters were cast in new combination time and again. In 1952-53 Gutenberg along with Peter Schoffer began printing, workers operated two or three presses at one time, while compositors prepared the type and labourers hung the printed sheet to dry. He first printed works were official documents, papal decrees, a Latin grammar school book Ars Minor, by Aelieus Donatus.

The process

On the end of the metal rod a mirror image of the letter is engraved. This is then pushed into a soften cooper producing a pit in the shape of the letter. This matrix acts as a mould for the actual type which is cast from lead, in order to manufacture the many letters needed quickly and in required quantity. Gutenberg also made the hand casting instrument. This instrument consists of a rectangular channel, in which the matrix is inserted at one end and molten lead poured onto another. When the instrument is opened the letter cast in lead is ready to be used. As the matrix is reusable an unlimited number of identical letters could be cast. The type setters combine the letters into lines, in the form of the page layout as desired. The form is then inked in printers ink; Gutenberg used a mixture of lamp black varnish and egg white. He used special press for printing, but derived the principal from the traditional wine press. Finally, the illuminators add coloured initials and drawings. For his mammoth work, sometimes also attributed to Fust and Schoffer, the 42 line Latin Bible, he cast more than hundred thousand pieces of type for first edition of 180 copies. The text was printed in black letter or gothic type based on the handwriting of that time.      

The final years

Although Fust had loaned him additional eight hundred guilder, disaster struck as Fust took him to court on the non payment of money. The court decided in Fust favour and allowed Gutenberg to keep only a single set of metal type. Gutenberg was effectively bankrupt, but found some solace in his final years when the Archbishop granted him the title of Hofmann which produced a salary and some privileges for service rendered. He kept working there till his death on February 3, 1468 A.D., and was buried in the church of the Franciscan convent.

BOOK REVIEW: The Talent Sutra, an Indian Approach to Learning by Devdutt Pattanaik.

Book: The Talent Sutra, an Indian Approach to Learning.

Author: Devdutt Pattanaik.

Language: Englsih.

First published: Aleph Book Company in India in 2016.

Page: 126

Price: Rs. 399/-

Devdutt Pattanaik’s book focuses on sutras (the word or concept) relating to creativity in the work place, nurture talent and the importance of teamwork. Although these sutras are Indian in origin, but are very much applicable for the business world, as they withdraw attention from profit, and concentrate on humanity.

The author says our identity; how we see the world, and how we imagine our self. This interpretation of identity and world view leads to imagination; which keeps changing. The fluttering imagination leads to fear as we constantly seek an endorsement of our identity; and adores those who see us as we imagine our self. But, nature refuses to abide by that, as it does not differentiate between a doorman and a president. So, in order to transform we need to stop, clinging to or to control our imagination, and let knowledge; Saravati, flow so that we rise from tamas through rajas towards sattva. And, for that to happen smriti; external voice, must became shruti; inner voice. Pattanaik says we can appreciate the gaze; discovering our potential within and finding resources everywhere, by exploring isolation, reflection, expansion and inclusion which he explains by the use of stories from Hindu mythology, Buddhist and Jain folklore.

In Isolation author states, we want to be seen by others, but fail to see others our self. In Mahabharata, Duryodhan is seen as the villain but take note that Duryodhan feels unloved, the market is a frightening place, we are afraid of being cheated and exploited. Kaikey, in Ramayan, is unable to see kubija and only hears Manthra’s words. The market is full of kubija which makes employees insecure, and the only way to have a secure job is to be loyal by poisoning their ears against others. A cruel gaze focuses on our compliance rather than our capability, in Ramayan, Hanuman answers his mother, Anjani, that no one asked, when she questioned why didn’t he finish the war with a single blow? In market employer needs to pay attention to the potential of employees. We refuse to see our self as villains, Indira is always in need of Krishna’s help, but is unwilling to part with even a tree. In the market people come to us only when they want something. We use work to get attention, like Valmiki, in Ramayan, who gets depressed when he hears Hanuman’s Ramayan. In the market we need to understand that our official work is to satisfy customer, employers, shareholders, and family and unofficially our purpose of work is to satisfy our self, feel noticed and alive. In the market leaders are consumed by their personal values and agenda, and except their followers to be excited about.    

Pattanaik’s reflection means, when we genuinely see others, we realize that they are often responding to their perception of us. After the Kurukshetra war, to settle the arguments, who the greatest warrior was, they turn to talking head, who said he only saw Vishnu’s discus severing heads and earth goddess drinking their blood. How we see others reveal who we are, in Ramayan, Ram explains to Lakshman the good deed of Shabri; giving only the sweet berries, a work place if full of Lakshman’s who are ready to judge and instruct others. Others seeing us reveal who we are, Surya, the sun god, was horrified that the woman in his home was not his wife, but her shadow, Chhaya. On knowing, that she ran away because she could not bear his celestial radiance, Surya, realized that in his story he was the victim, but in his wife’s story he was the villain. In market behaviour of people around us is a reaction to how they perceive us. Our presence impacts those around us, while we may think we are helping while the other thinks we are patronizing. In Mahabharata, king Virata of Matsya is celebrating, as his son Uttar has defeated the Kaurva army, despite being repeatedly told that his son had help, but the king doesn’t want to acknowledge the harsh truth. The ability to communicate with king with deference and dexterity is known as, Sabha chaturya, in Sanskrit. Our imagination binds us and blinds us; we get trapped and don’t see our limited gaze. 

For expansion the author says, growth happens when we make journey from being dependent to being dependable, in Ramayan, while Hanuman seeks to realize his potential, not increase his resources, and on the other hand, Ravan, believes he is perfect and only needs more resources. Growth is when we give than take, there are two cases of vastra haran; stealing clothes of milkmaids, Bhagvat Puran and Kaurva’s stripping of Draupadi, Mahabharata, involving Krishna, in both case something is being taken but the bhaav is different, in the first Krishna takes so that they outgrow their fear, and in the second, Kaurva takes to instill fear. Expansion happens when the in-significant become significant, in Mahabharata, Krishna cares for the horses by telling Arjun to shoot arrows in the ground to bring water, and keep the enemy at bay so that, Krishna have time to bathes and waters the horses, in market we must take care the office boy, canteen boy, security guard, peon and others who help run the offices. Growth happens when we include those whom we once excluded, in Mahabharata, we see the transformation in Yudhishtir, when the stepbrother is the first he gambled away is also the first to be resurrected during their exile in the forest. When we seek to uplift others growth happens. Dharma is about realizing our potential, while all creatures grow at the cost of others, humans can grow by helping the other grow as well.     

Inclusion according to the author means, it is easier to learn than to teach, it is easier to expand our mind than get others to expand their mind. Vedic scriptures divide life into four phases, brahmachari; student, householder; grihasthi, retire; vanasprasthi, and renounce the world; sanyasi. Our time in a particular job can be seen as a lifetime, where, when we get the job we are born and we die when we leave that job. But, to grow into the next job, we have to create talent from someone downstream who will replace us and make our self available to someone upstream. We seek to inherit things, not thoughts, in Mahabharata, at the end of the war Krishna advises Pandavs to ask Bhisma question as he has a lot to tell and they have a lot to learn. Discourses never transform us, in Mahabharata, Arjun loses his nerve time and again Krishna had to goad him to kill Bhisma, Drona, and Karna. In market, we like to believe that training programmes will transform people but it doesn’t. Wisdom according to Pattanaik is having the faith and patience to create an ecosystem where the mind can bloom at its own pace.

Pattanaik says that Hindu mythology warns against chasing Lakshmi; the goddess of wealth, instead make our self attractive to her affection and auspiciousness. 

ENOUGH IS ENOUGH

Life cut your boy some slack.

Isn’t it enough?

You spared others for less,

why eyes on me, pray tell?

Whisper through the wind or convey while I sleep.

Can’t you notice my uneasy walk?

Can’t you hear my stuttering talk?

Can’t you see my dried tears?

I implore, stop.

Don’t make me your favorite,

that badge carries hell lot of pain.

THE LAST THANK YOU

‘Thank you,’ before the phone disconnected.

I see abyss.

Failure.

ZEROING ON THE HEADLINE THAT SELLS.

A compelling copy has only one purpose - to get the next sentence read by the reader. So it becomes imperative that you capture the attention of your reader from the headline, as it is said, that on average, 8 out of 10 people will read your headline copy, but only 2 out of 10 will read the rest.

The headline is your first impression you make on a reader, effectiveness of which determines whether you are able to place your reader; once they become your prospective client, on the slippery slide that compels them to take more time to read. As a good headline not only tells its reader what a story is about, but also captures their interest and makes them want to read on. Now that you understand the power of headline, it is important that you know some of the don’ts that you need to remind yourself while working on your headline, they are, don’t be clever, don’t get desperate, don’t forget your reader, and don’t settle for just any headline.

A persuasive headline; is clear, demands attention, caters to its reader, and always tries to push the envelope, betters your odds of beating the competition and getting what you have written read by large number of people. Your headline is a promise to the reader which clearly communicates the benefits you will deliver to the reader in exchange for their valuable time. Although headline writing is a difficult skill to master, but there are some tool which are polished over the years that can come in handy while you struggle to come up with your unique copy headline.

Before starting, you need to first clear the misunderstanding that a headline must be short, this notion is faulty, just have a look at two of the most iconic headlines; David Ogilvy’s New Rolls- Royce and John Caples’s They laughed when.., hope these headlines dispels the notion once and for all.

A simple ‘How to,’ headline structure is powerful because the reader gets benefit number one right after ‘How to’ with another benefit following the word, ‘and’ this works because reader love information that show the How to do so, just remember the plethora of book title that start with ‘How to.’ Another important structure is the ‘Question headline’, which automatically gets your reader involved in the copy, as the headline taps into the reader’s problem and the headline is a pill that fixes the problem. Starting a headline with ‘Who else wants,’ is a classic social proof strategy that implies an already existing consensus desire, in the same vein, ‘The secret of,’ headline works on the principle that you have some information or inside knowledge that will benefit the reader, this process becomes doubly effective when the message is coming from an expert.

‘Here is a method that is helping...to...,’ structure feed on reader’s desire to have more information that helps them in leading a comfortable life. Similarly, ‘The little known way,’ is an intriguing way of accompanying the job of getting an enticing copy headline done. A classic structure, ‘Get rid of....once and for all,’ zeroes on either a painful problem or an unfulfilled desire that the reader wants to get rid of. Generally reader’s love, ‘Here’s a quick way to,’ headline structure, when the choice of solving their life’s problem arises.

Who doesn’t like, ‘Now you can have...,’ and ‘Have ...you can be proud of/ build a ...you can be proud of,’ headline structure that targets reader’s vanity, dissatisfaction or shame. The ‘What everybody ought to know about,’ headline not only draws the reader’s curiosity, but also throws a challenge for the reader to go ahead and see for them self whether there is something that they are missing in their life. The ‘Testimonial headline,’ go a long way in doing the selling, as they not only answers the questions that spur up in the reader’s mind, but also provide proof and evidence that support your claim.

A ‘Command headline,’ is one which tells reader’s what to do work best when you turn your most important benefit into a calling statement and use as a headline. Similarly, ‘Exciting news headline,’ comes in use when you have something big to announce that is of interest to your reader. Headline with ‘Special offer,’ and ‘Free offer,’ makes the reader to take action, because every reader loves a bargain.   

The ‘Alert headline,’ work on the principle that the reader is scanning for something of interest and will only be stopped by something that is relevant to them. An important headline, ‘Fear of loss,’ works on the principle that, reader’s fear of losing something is greater than the desire for gain. Another, headline in similar vein, ‘The lazy...way to...,’ never fails to work as no reader likes to think of them self as lazy, but everyone like to save time and effort.  In the same way, ‘Do you recognize the ...early warning sign of...,’ headline structure not only helps the reader in wanting to avoid problems, but also promises the critical tips before it is too late. And finally, ’See how you can...,’ headline structure is very effective as readers love quick and easy ways to make their life comfortable by learning something new or gaining some advantage.   

In summation, your headline must be useful to the reader, provide urgency, convey the idea how your main idea is unique and make the reader take action of your choice. 

Learning how to write a great headline is absolutely critical, practice it diligently. So the next time you sit down to come up with your engaging headline, make sure you have plenty of time for experiments. As a compelling headline determines the effectiveness of your complete piece. 

Now it is your turn to create some brilliant headlines.