Abstract
Mathematics is considered one of the core subjects that all students should learn to a certain level, and a lot of emphasize and importance is bestowed on it by almost all governments. However, students consider it a challenging subject that is difficult to understand. This research therefore seeks to establish what could be the major causes of difficulty in learning mathematics by students in the region. A questionnaire was distributed to 120 university students from five departments of the faculty of Education, and data collected and analyzed using one-sample t-test, two-samples t-test, and analysis of variance through the Minitab software. Results point to three major groups of sources of difficulties encountered by students in learning mathematics: learners’ innate cognitive abilities, mathematics problem-solving processes and procedures, and external factors that include overcrowded classes, fear and anxiety, weak foundation, and instructors and instructional materials. Recommendations particular to the Kurdistan region were discussed and they include decongesting classrooms, investing in instructors by offering incentives and providing professional development opportunities, and adequately equipping students with the necessary learning tools and materials.
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Waswa, D.W., Al-kassab, M.M. (2023). Mathematics Learning Challenges and Difficulties: A Students’ Perspective. In: Zeidan, D., Cortés, J.C., Burqan, A., Qazza, A., Merker, J., Gharib, G. (eds) Mathematics and Computation. IACMC 2022. Springer Proceedings in Mathematics & Statistics, vol 418. Springer, Singapore. https://doi.org/10.1007/978-981-99-0447-1_27
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