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Laura Dorwart is a health journalist with expertise in disability rights, mental health, and pregnancy-related conditions. She has written for publications like SELF, The New York Times, VICE, and The Guardian.
Related articles: "phasmophobia"
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Two sets of achievement tests were developed for the pupils in the study namely primary two achievement test in Mathematics and primary four achievement test in Mathematics with latter slightly higher in contents to the former but based on the primary school Mathematics module. While primary two achievement test comprised of counting systems and some mathematics operational and symbols that represent the survey impairments, primary four achievement test comprised of simple and similar equation related to the symbols that were made use in the primary two achievement test. Each achievement test comprised of ten questions in a multiple form. The last instrument on some perceived symbolic learning impairment was developed for the Mathematics teachers to elicit their responses if these were introduced by omissions or commissions in their course of teaching but in all there were three instruments developed and used for the study.
Apart from these, parental influence cannot be underestimated to ensure that pupil overcomes Mathematics anxiety through positive reinforcement of the child's intelligence and Skills. Rather than given pupil negative criticism for doing poorly on a test building of positive attitude towards Mathematics should be encouraged, and this would build self-confidence and thus reduce anxiety. Ones attitude in life determines ones altitude Parents should be aware of thoughts, feelings, and actions as they are related to Mathematics as irrational thoughts could work against those thoughts with more positive and realistic ones. A positive attitude comes with quality teaching for understanding which often is not the case with many traditional approaches to teaching Mathematics. Teachers should ask questions that could substantiate the 'understanding the Mathematics' and not settle for anything less in course of instruction. Clear illustrations or demonstrations or simulations, practice regularly, especially when having difficulty among pupils made the learning less tedious, and these should be emphasized by the teachers. Pupils should be encouraged of total understanding via complementary tutor or work with peers that understand the Mathematics. 041b061a72