CHAPTER -1

PROBLEM AND ITS SIGNIFICANCE

1.1 Introduction
1.2 Mathematics Education in Life
1.3 ARITHMETIC - The Real Life Mathematics
1.4 Conceptual Background
1.5 Importance of Problems in Mathematics
1.6 Mathematical Ability
1.7 Theories of Mathematical Ability
1.8 Life Skills Education
1.8.1 Critical Thinking
1.8.2, Creative Thinking
1.8.3 Decision Making Skill
1.8.4 Problem Solving Skill
1.8.5 Effective Communication
1.8.6 Interpersonal Relationship Skills
1.8.7 Self-awareness
1.8.8 Empathy
1.8.9 Coping with Emotions
1.8.10 Coping with Stress
1.9 Role of Mathematics in the Development of Life Coping Skills
1.10 Rationale of the Study
1.11 Need of the Study
1.12 Conclusion
 Chapter 1

PROBLEM AND ITS SIGNIFICANCE

f

Research is the process of going up alleys to see if they are blind

- - Marston

1.1 Introduction

“Education is not merely acquiring knowledge, gathering and correlating

facts; it is to see the significance of life as a whole, since Education begins with Life. ”

- Krishnamurti, J.

Kilpatrick and William Heard opine that “Education is enabling the child

full participation in the richest available group life”.

Education is as old as the human race. The importance has been realized

since times immemorial and it continues right upon this day. It’s fundamental aim is

to develop the ability in a person to lead a happy and complete life. Thus, education

should develop skills in the individual which are necessary for life.

1.2 Mathematics Education in Life

Mathematics is the numerical and calculation part of man’s life and

knowledge. It helps the man to give exact interpretation of his ideas and conclusions.

The history of human civilization reveals the necessity of counting, measuring,

weighing, and drawing in all aspects of environment. Mathematics is an integral

part of the universe whose every aspect is quantitative.

 -2 -

Mathematics has not become important only today but it occupied and kept

this important place from the earlier times and is perhaps the only subject which

merits this destination.

It is an admitted fact that widespread are the applications of Mathematics

and enormous is its practical value. The use of mathematics in our daily life is

immense. Not a single aspect of our life is free from its use. Its importance is next to

that of mother tongue. People can go along without their mother tongue but not

without calculations. Every one of us uses some mathematics directly or indirectly

in every form of our life.

A housewife is in need of Mathematical knowledge in the form of

measurement of milk, rice, vegetables, budgeting the household expenditure etc.,

right from the morning till the night of every day. Even a coolie has to calculate his

wages and buy things. In this way, if we look around us we can come to the

conclusion that Mathematics is needed by all of us whether big or small, rich or

poor, younger or older, man or woman in every sphere of one’s life. Right from the

big industrial & business people, engineers and bankers, Mathematics is utilized

even by petty shopkeepers, humble coolies, small carpenters and labourers, not

only for earning the livelihood but also to spend wisely and save for future.

Mathematics, in one sense, has bread and butter value. The vocations now

cease to be empirical, handed down from one generation to another. One has to

choose and train oneself in one or the other vocation. In many occupations such as
 - 3 -

Accountancy, Banking, shop-keeping Business, Tailoring, Carpentry, Taxation,

Insurance, Postal Jobs etc., by which the needs of man are fulfilled, indirect or

direct use of Mathematics is made with the advent of modern technology,

Mathematics has been a living wire for one’s contact to an occupation. The base of

any vocation, however small or big it may be, is essentially economic and

mathematical and therefore the knowledge of Mathematics is capable of opening

gates to so may vocations.

Moreover, Mathematical knowledge is indispensable in understanding and

controlling the forces of nature. Even the stars, sun, planets and the Moon are

bound to move as Mathematics directs. Our Cartographers will not draw the maps

and our Meteorologists will not be able to foretell rain and weather condition in

case they give up Mathematics.

Mathematics is responsible for giving us a system, organization and essential

abilities for leading a successful life. We will remain too much handicapped in our

life in case we remain ignorant of Mathematics.

Mathematics is a subject of great social importance. It helps in the proper,

organization and maintenance of our social structure. Society is the result of the

union of individuals. It needs various laws, modes and traditions for its perpetuation.

Mathematics helps not only in the formation of laws but also in their compliance. In

fact the harmony, law and order and dynamicity prevailed in our society are all

because of Mathematics. Moreover, one can lead a normal social life only when he
 -4-

is able to adjust himself in the existing social set-up. Today our social set-up or

social existence is totally governed by the scientific and technological knowledge,

which can only be attained by the study of Mathematics. The world transaction,

exchange, commercial trade and business depend on Mathematics. The means of

transport, communication and the so many scientific inventions and discoveries

that have knitted the world into a family owe their existence to Mathematics,

Young (S.K. Mangal, 1990) justified in saying: “Where ever we turn in these

days of iron, steam and electricity we find that mathematics has been the pioneer”.

Mathematics has played a decisive role in building up our civilization. Locke

(S.K.Mangal, 1990) said: “Mathematics is the mirror of civilization”.

History of Mathematics openly reveals that whenever a country has given

due weightage to the teaching of Mathematics it has made a tremendous progress.

It is in this connection that great Napoleon once said; “the progress and the

improvement of Mathematics are linked with the prosperity of the State”.

Study of Mathematics does also help in character formation and moral

development. What is needed in a man of strong character is not only germinated

but also gets nourished through the teaching of Mathematics.

In Mathematics right is right and wrong is wrong for ever. The answer is

always either wrong or right, it cannot be both right and wrong at the same time. As

Metzler says, “Work must be either right or wrong and if wrong, the mistake must

be discovered”. Mathematics helps in developing proper moral attitudes as there is

 -5-

no place of pirejudiced feelings, biased attitudes, doubts and half truths in the solution

of problems in Mathematics. In this way, Mathematics is the only subject which helps

in impersonal analysis, correct reasoning and valid conclusions. One learns to put a

reasonable cheek and control over one’s emotions and feelings through its study.

Those who did not get proper opportunities to study mathematics have

developed a wrong notion in their minds that Mathematics is a dry and uninteresting

subject. For the lover of Mathematics, there is all beauty, art, music and fineness in

this subject. One finds a huge treasure of pleasure after getting success in the

solution of a Mathematics problem. It’was the reason why Pythagoras sacrificed

hundred oxen to the Goddess for celebrating his discovery of the theorem that goes

by his name. In the same way, Archimedes had also forgotten his nakedness after

discovering his principle. Just imagine the feeling of ownership and self-confidence

when one gets success after a long struggle in Mathematics problem. Specially

when the answer tallies with the answer given in the book every student feels

maximum satisfaction and derives the greatest pleasure.

When we observe the relation of Mathematics with other subjects, its use

plays a dominant role in every subject. It is indispensable in each and every minute

of man’s life. Mathematics is considered the Science of Sciences and art of all arts.

Almost all the subjects require Mathematical knowledge to a greater extent.

Leibnitz {S.K. Mangal, 1990) says that “Music is a modern hidden exercise

in Arithmetic, of the mind unconscious of dealing with numbers”.

 - 6 -

There is no exaggeration in saying that Mathematics is the creator as well as

the nourisher and savior of all the arts. Mathematical regularity, symmetry,- order and

arrangement play a leading part in beautifying and organizing the work of these arts.

1.3 Arithmetic - The Real Life Mathematics

Arithmetic, an important branch of mathematics is usually considered as

the real life mathematics as all its aspects can be used in one form or the other in

the real life situations. Arithmetic is the science of number and the art of computation.

The word ‘arithmetic’ was derived from the Greek word ‘arithmos’ which means

number. Historically, arithmetic developed out of a need for a system of counting. It

is considered to be essential for efficient and successful living. The need of a good

command of arithmetic by a house-wife, by a modem farmer, by a successful

merchant, by a skilled worker, and by a progressive professional man, is too obvious

to need any discussion. Also its utilitarian, cultural and disciplinary values too

obvious to need any argument at this stage. The teaching of arithmetic has to fulfill

two major responsibilities: (1) the inculcation of an appreciative understanding of

our number system and an intelligent proficiency in its fundamental processes; (2)

the socialisation of number experiences.

“The need of a good command of arithmetic by a skilled mechanic, by the

up-to-dated farmer, by the progressive professional man, by the successful merchant

and by the efficient housewife, is so obvious.”

Satisfaction of the demands of the society is the important function of the

arithmetic curriculum.
 -7-

Aims of Teaching Arithmetic

The following are some of the aims of teaching arithmetic

1.. To teach the learner the mathematical type of thought to understand statements,

to analyse them and to arrive at right conclusions.

2. To arouse the child’s interest in the quantitative side of the world around him,

and its use as a simple tool in business.

3. To give accuracy and facility in simple computations of the fundamental

processes.

4. To impart a working knowledge of practical arithmetical applications which

are useful in life.

5. To prepare the way for higher mathematics.

1.4 Conceptual Background

Successful living depends upon financial management. Knowledge and

practice of household arithmetic is a prerequisite for a ‘happy home’. The emphasis

on household arithmetic is expected to relate mathematics with actual life. It is also

going to equip the learner with the mathematical knowledge of everyday use. The

attempt is to bring arithmetic close to life. That will silence criticism that mathematics

taught in schools is never used in life. It is aimed that the student leaves the school

equipped with all the essential elements of mathematics. Household accounts are

not be treated as a separate branch; it is to be incorporated with general syllabus of

• mathematics.
 -8 -

Financial management should be actually introduced in different activities

of the students. Different activities may be started to provide for financial

management. Kitchen, garden, knitting, cooperative shop, craft activities, cultural

activities, celebration of days, planning a tour or a holiday, and the like should be

invariably exploited to create situations for learning household accounts. Budgeting

should be taught through budgeting, and account keeping through actual account

keeping. The students should be given opportunities of preparing budgets and keeping

accounts of shop, craft, household and school. The habit of keeping records of

income and expenditure should be inculcated in them. By keeping accounts in a

systematic way, one becomes economical.

The students should be given access to the school accounts registers.

Cooperation of local business and industrial concerns should also be sought to

show the student their cash books, day diaries, ledgers, etc. Local market situations

should be utilized to the maximum possible to provide to the students real experiences

in this field. Mere theoretical teaching of this branch is far from being enough. Only

actual involvement in a purchase, can provide reliable answers to questions such

as: what to buy? When to buy? Where to,buy? and how to buy? The most economical

method of buying will automatically be learnt by them through actual experiences.

Buying personally is decidedly economical though inconvenient.

Payments for the kitchen, cooperative and school purchases may also be

made by associating some students with this activity turn by turn. The duty of

maintaining and checking of the kitchen and cooperative store accounts should be
 -9 -

entrusted to other groups also in their turn. The students should be advised to see

whether it is beneficial to purchase things on cash, credit, installment or hire purchase

payments. They will not find any difficulty in understanding the difference between

a cash memo, a bill and an invoice. They will understand easily the practical

application of discount, Sales tax, etc.

The opening, maintaining, transferring, operating or closing an account

with a bank also can best be taught by organizing a children’s bank. Some students

may open and operate different types of accounts at a post office. The writing or

issuing different types of cheques may also be made a day to day experience for

them. When they start their own small bank, or organise a cooperative store, they

get an opportunity of investment. They become share-holders of an enterprise and

look forward to some profit and expect some convenience.

The idea of insurance should be brought home to them by quoting examples

from the locality. Different agencies such as the post office, a bank insurance offices,

income tax offices, cooperative societies, business centers, small and big shops,

etc., should be frequently visited by the students with specific purposes to understand

their working and their connection with household accounts.

The teaching of household accounts will profit greatly, if students are

addressed by post masters, bankers, bank managers, insurance agents and officers,

income tax officers, cooperative inspectors, businessmen, shopkeepers, etc., being

experts in their trader, these persons will be in a position to give authentic information

about them.
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- -

1.5 Importance of Problems in Mathematics

The most important purpose or objective in the teaching of Mathematics is

the development of the problem solving attitude in the pupils and the ability to meet

and solve problems of life. Each situation presents a conflict and in resolving this

conflict alternative ways are thought out. Certain ways lead to success and other

lead to failure. It is the function of Mathematics to find the best method of solution.

“Problem” has been defined in so many ways. According to Yoakam and Simpson

(Sidhu, 1990)

“It is a felt difficulty to act.”

“It is a sort of obstruction or difficulty

Which is to be solved to reach the goal”

“A question which cannot be solved through

routine methods and which stands as a challenge. ”

A problem is an exercise that contains an element of novelty. The problem

is the next step after the syllabus, in the educational process in Mathematics. Suitability

of the problem is very important. Each problem should be novel and pose a

challenge to the thinking capacity of the pupil.

Real Problems

These are problems directly related to the numerous situations which life

actually presents to us at various stages and in different phases of life. They provide
 -11 -

a real training for life and prepare the students to face various new and even

unexpected situations in different walks of life. It is urgent that such problems be

allocated a major share in the subject matter so that the students will develop a

natural affinity for real problems.

They are very useful for the purposes of correlation, activity, project work

and understanding. After adequate practice in them, the student will enter life with

confidence. Ex: Interest, commission, Income Tax, all such functional problems.

Verbal Problems

These problems are expressed in verbal terms (i.e. words) in terms of life

situations in which a problem related to life is given. All the real and unreal problems

can be verbal but the real verbal problems are the most desirable ones.

Heal Verbal Problems

The problems related to real life and expressed in verbal terms (i.e. words)

Ex: For the fundamental operations the real verbal problems are as follows.

1) Manoj went to shop and bought a pencil costs Rs. 2/- and a book costs

Rs. 3/- How much money he has to pay ?

2) Sujatha has 10 biscuits with her.. She gave 4 biscuits to her brother and ate the

remaining. How many biscuits did she eat ?

3) Mother went to shop and bought 3 school bags each costs Rs.20/- How much

she has to pay ?

4) There are 15 chocolates in a packet. Ramu and his four friends shared them

equally. How many chocolates did each get ?

 - 12 -

1.6 Mathematical Ability

Ability denotes power or capacities of an individual. Ability commonly refers

to something which person can do here and there.

Ability is the quantity of being able to perform a mental or physical task or

action with a minimum or greater degree of success.

According to “Lee” (1955) Ability is defined as to succeed in a subject as the

power to grasp and manipulate the fundamental operations required for its study.

“Mathematical ability is the quantity of being able to think and choose the

accurate method and able to apply the correct principles in different new types of

problems”.

In the computer conscious world of today, mathematics is playing an

important role and the future is going to be more mathematically inclined. The

basic knowledge of modem mathematics is vital in day to day life.

At the most basic level, a knowledge of mathematics is essential in every

day living. More advanced mathematical concepts and techniques are indispensable

tools in commerce, engineering and the natural and social sciences. Thus, the

learning of mathematics can represent firstly, a basic preparation for adult life and

secondly, an entry to a wide array of career choices. There is a common belief that

knowledge of mathematics is essential to succeed in different types of technical

courses.
 -13-

Mathematical ability is one of the most important components of intelligence

that promotes better problem solving, decision making and effective adjustment in

life. There are many types of mathematical abilities like mathematical manipulation,

mathematical formulation, arithmetic reasoning, numerical ability etc.

1.7 Theories of Mathematical Ability

There are two main theories of intelligence we may discuss in this connection.

1. Spearman's Theory

According to Spearman, human intelligence depends on two types of factors.

a) General Intelligence or 'G'

This 'G' varies from individual to individual but remains constant for any

one individual in respect of all the abilities.

b) Special Ability or 'S'

It varies from individual to individual and also from one kind of ability to

another in the same individual.

Ability to learn anything and 'S' is the capacity to learn one particular thing.

We can be reasonably sure that every individual has certain minimum level of the

factor which will help him in study of mathematics.

2. Thorndike's View

Thorndike says "The mind is a host of highly particularised and independent

abilities". These different abilities are related to one another in varying degrees, the
 - 14 -

correlation being positive. He believes, "Having a large measure of one good quality

increases the probability that one will have more than the average of any other

good quality". He further believes, "The fact that a child has pronounced native

ability in Geography". If is now universally recognized that even if the mind may

have a large number of abilities, they are more or less closely connected, there

being a common factor to all of them. While Spearman is inclined to the view that

the Central Force of Gravity (C.EG) is some force or energy of the nervous system

capable of being transferred from one mental operation to another, Thorndike

maintains that it is due to a number of common but independent elements such as

the ability to understand, spoken and written English, the ability to avoid distractions

of all sorts, etc.

The point worth noting is that neither theory subscribes to the view that

there is any single unitary ability or totality of abilities that could be called as

mathematical abilities and which is wholly independent of and different from abilities

’ required for the study of other school subjects. To put it briefly, the ability to learn

mathematics, or other school subjects is, to a large extent, the same.

Spearman's experiments reveal that there is no such thing as mathematical

ability.

It is thus established on this evidence that mathematical ability does not

depend upon any specific inheritable talent which is applicable to mathematics

alone. The ability depends upon 'G' or general intelligence.

 15
- -

Brown concludes that there exists a special capacity, mathematical ability

distinct from and with essentially no close connection with other forms of intellectual

capacity.

Barakat has held that after eliminating the effect of the general factor of

intelligence there was a significant tendency for the mathematical ability and numerical

teste to cluster together.

Lee found that mathematical ability excites into the success of mathematical

work. .

Terman's Theory

To test mathematical competence, Terman uses a number of taste beginning

with quite simple problems of the fundamental process and going upto solutions

based upon developing a rule.

One who has mathematical ability, they will do maths everyday and try to

solve the new problems.- Thus, they may develop logical thinking. Power of reasoning

and analysing, application of formula, problem solving behaviour etc.

1.8 Life Skills Education

“Life is short;

Live amicably with all;

Behave well with all;

Scatter ambrosia every where”

 -16-

The World Health Organization has advocated the promotion of psychosocial

competence among children. It has defined psychosocial competence “as a person’s

ability to maintain a state of mental well being and to demonstrate this in adoptive

and positive behavior while interacting with others, his / her culture and environment.”

It further opined that the promotion of such competencies can be done by

enhancing the person’s coping resources and personal and social competencies. In

school based programmes for children this can be done by teaching of life skills in a

supportive learning environment.

“Life skills are abilities for adaptive and positive behavior that enable us to

deal effectively with the demands and challenges of everyday life (WHO,1994).

WHO has advocated 10 Core life skills. They include:

a) Decisionmaking

b) Problemsolving

c) Creative thinking

d) Critical thinking

e) Effective communication

f) Inter personal relationship

g) Self awareness

h) Empathy

i) Coping with emotions

j) Coping with stress

 -17-

1.8.1 Critical Thinking

According to Wikipedia, (2000), ‘Critical thinking is a mental process of

analyzing, or evaluating information, particularly statements or propositions that

are offered as true. It is a process of reflecting upon the meaning of statements,

examining the offered evidence and reasoning and forming judgements about facts.

According to Sumner, (1940), “critical thinking is the examination and

test of propositions of any kind which are offered for acceptance, in order to find

out whether they correspond to reality or not”.

All intelligent people want to make judgements and take decision in life,

which can yield the best possible results. In this process, one wants to be sure that

he/she does not make mistake. So, one wishes to understand the situation from all

possible angles, analyse pros and cons of thinking. Therefore, critical thinking

becomes a crucial component of an intelligent life.

1.8.2 Creative Thinking .

Creative thinking enables us to look beyond our direct experience to explore

alternate solutions to our problems as well as consequences of our actions or non­

action. Creative thinking can help us to respond adoptively and with flexibility to the

challenges of our daily lives.

Our children, need to develop creative thinking because, it helps them

1. To expand their abilities beyond the boundaries of intelligence.

 -18-

2. In coping up with rapid growth of competition in ail walks of life.

3. In effective use of human resources.

4. In discovering new and better ways of solving problems'.

5. In the formulation of intellectual members of a society leading to an intellectual

society.

6. To use their natural creative talents

7. To develop effective leadership

8. To remain mentally alert and healthy leading to self growth and self actualization

1.8.3 Decision Making Skill

Sometimes there may be so many decisions to be made that one is likely to

be overwhelmed by the number of decision to be made.

Decision-making is the process of sufficiently reducing uncertainty and doubt

alternatives to allow a reasonable choice to be made from among them. (Harris, R.

1998).

Decision-Making is the process of selecting one course of action from several

alternative actions (Walker, D.S.1987).

1.8.4 Problem Solving Skill

“Problem solving skill” is operationally defined as “ the skill to understand

and deal effectively with problems with problems in day to day living”.
 -19-

Problems in life cause tremendous amount of stress. It may interfere with

the normal functioning in life. These problems may lead one to have negative thoughts,

feelings, and actions resulting in complications in life.

D’Zurilla and Goldfried (1971) say that “individual is unable to resolve

certain situational problems in his life and his inadequate attempts to do so are

having undesirable effects, such as anxiety, depression, and the creation of additional

problems”.

1.8.5 Effective Communication

Communication is the act of conveying our ideas to others, modifying the

messages depending on the feedback of others and responding appropriately to the

messages sent by others.

In day-to-day life we keep communicating with people around us. In

communication we share the information we have and get information from others.

This ‘give and take’ relationship will be successful and effective if we know how to

convey our thoughts to others. In every communication, there is some loss of

information. Hence effective communication implies two things: first, the clarity

with which we organise our ideas for presentation and second, the force with which

we put across our thoughts to others. Thus effective communication simply means

the reduction of loss of information in transmission of the message.

 - 20 -

1.8.6 Interpersonal Relationship Skills

Interpersonal relationship skills are “a set of skills which are essential for

establishing and maintaining healthy interpersonal relationships”.

Relationships are vitally important in all spheres of life and people create

relationships for all sorts of reasons. The most basic reason is we need to. Through

we think of ourselves as independent and self-reliant, the fact is that each one of us

is a point in a vast network of interdependent relationships. We create relationships

because we are social by nature and value relationships as ends in themselves.

Interpersonal relationship skills help us to relate in positive ways with our

family members and others around. This may mean being able to make and keep

friendly relationships as well as being able-to end relationships constructively.

People who are well versed in interpersonal relationship skills succeed in

life. They appear to possess pleasing and magnetic personalities, which is what

makes them charismatic.

1.8.7 Self-awareness

According to Wikipedia, Self-awareness is the ability to perceive one’s own

existence, including one’s own traits, feelings and behaviors. In an epistemological

sense, self-awareness is a personal understanding of the very core of one’s own

identity. It is the basis for many other human traits, such as accountability and

consciousness, and as such is often the subject of debate among philosophers. Self-­

awareness can be perceived as a trait that people possess to varying degrees beyond

the most basic sentence that defines human awareness”.

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- -

We all think we are aware of ourselves, our strengths, our weaknesses, our

assets and our liabilities etc. still, many a time, we make mistakes while taking any

decision.

in order to succeed in life we have to learn to be realistic. For this to

happen, one needs to understand himself/herself as objectively as possible. This is

what is called self-awareness.

1.8.8 Empathy

Carl Rogers (1975) wrote... “The state of empathy or being empathetic is

to perceive the internal frame of reference of another with accuracy and with the

emotional components and means which pertain thereto as if one were the person”.

“The capacity of an individual to feel the needs, the aspirations, the

frustrations, the joys, the sorrows, the anxieties, the hurt, indeed the hunger of

others as if they were his or her own”.

1.8.9 Coping with Emotions

Emotions mobilize the resources of the organism. They energize organisms

to a in terms of feelings. Emotion is a mental state that arises spontaneously rather

than through conscious effort. It is accompanied by physiological change to very

high degree in order to meet the emergency situations. For example, fear makes

available to the body enough energy to get away from the feared object or stimulus.

Man has been long recognised as a rational animal. He is also an emotional

creature endowed with sentiment and feeling. In other words, man has intellect and
 -22 -

affections. He has a head as well as a heart. The head reasons, debates and works

out logic. The heart feels and experiences the inside and outside world.

How we recognize and manage our feelings from time to time plays a

crucial role in development of life skills for any person. One must leam to experience

or develop positive feelings like warmth, love, compassion, humor, gratitude, curiosity,

joy, or happiness. At the same time, one must also learn to control or regulate

negative emotions like sorrow, fear, tension, anger, hate, envy, jealousy, resentment,

repulsion, hostility, depression, grief or insecurity. These positive and negative

emotions are two dimensions along the same continuum. The notion of subjective

emotional well being and emotional intelligence is gaining momentum these days to

highlight the importance of feelings in successful living.

1.8.10 Coping with Stress

Too much stress is mentally or emotionally troublesome. It is a displeasing

condition occurring in response to difficult external influences. It is a negative mental

state of extreme difficulty, pressure or strain.

Human beings are a bundle of wants, desires, needs, drives, motives and

wishes. Some of them are internal, while others are external. Examples of internal

or physiological human needs are food, water, air, sleep, sex, etc. these needs impel

human beings to develop drives for seeking water, food, self preservation, security

or maintenance of optimum body temperature. Some needs are psychological,

such as, need for self-assertion, socialization, love, approval, etc. all needs and
 -23 -

their respective drives in living organisms are cyclical in nature. This means that

they occur and reoccur again and again despite their periodic fulfillment.

Coping with stress begins with recognition that a stressor has. impacted on

the individual. He should first become aware of the stressor i.e., the events and

circumstances that make him feel the stress both, internal and / or external sources

of stress.

It seems that the real life problem solving ability of the pupils is not at all

satisfactory, it is low.

1.9 Role of Mathematics in the Development of Life Coping Skills

The history of human civilization reveals the necessity of counting, measuring,

weighing and drawing in all the aspects of environment. Mathematics is an integral

part of the universe, every aspect of which is quantitative. There is a definite need

of mathematics in anybody’s life-long planning and day-to-day planning. Even the

most ordinary citizen has got to calculate his wages and buy things from the bazaar.

There is no escape from mathematical intricacies of life and livelihood.

Mathematics is the subject of problems. Training children to solve problems

is a means for training them to meet and surmount difficulties and for enabling

them to solve problems offered by life itself. Therefore, problem solving in

mathematics should provide a real training for life and prepare the student to face

new and even unexpected situations in various walks of life.

 - 24 -

But the present situation is different and misdirected. Mostly it has become

a routine and divorced from life. Teaching and learning of mathematics is almost

confining to the completion of syllabus and success in the examinations only. Hence

it has become mechanical and appears to be divorced from life.

When a child faces a real life problem he has to think critically and analyze

the situation and identify the suitable formulae and procedure for solving that problem.

Then he has to apply that formula and solve the problem and draw exact solutions.

In this process he has to make use of his critical, divergent and creative thinking,

decision making and problem solving abilities. When he can not solve the problem

easily he has to maintain balance and needs patience. In this way there is a greater

scope for the development of all these skills in solving mathematical problems,

which in turn develop as life coping skills.

1.10 Rationale of the Study

The entire world is now moving in a direction of enhancing the quality of

life. Students have to be provided very many skills which can enable them to keep

pace with the progress of the world. Young people hold the promise of our future.

Working with and helping young people have always been a priority across times

and cultures. But the changing times have challenged us in exceptional ways to find

ways to protect and empower our young people to live and become happy, healthy
A-

adults. Therefore the human potentialities are to be nurtured fully in order to meet

the latest demands and many challenges of life.

 -25 -

Education has a special role to play in it. In this direction life skills education

can do a lot of good to students. The life skills approach contributes to the well

being of our young and empower them to strengthen their knowledge and core life

skills and enables them to effectively cope up with risky situations, they encounter

in their daily lives.

By its very nature, mathematics is the science of logical thinking and reasoning.

Problem solving is the highlighting activity of mathematics and moreover the first

and foremost aim of teaching of mathematics at the secondary stage is to enable

the students solve the problems of real life. Basically mathematics is a man made

science and it was evolved out of the felt needs of man. Therefore mathematics if

rightly taught can prove itself that it successfully performs its role of training the

child for life. There is no exaggeration in saying that mathematics is one of the ways

of developing life needing skills in an individual through its learning. Therefore the

researcher felt the necessity of conducting a study on the role of mathematical

ability in developing life skills in students.

IX class is a significant stage at which the students get promotion into a

very crucial and fundamental stage i.e. X class, which is also the last step Of secondary

stage. After the completion of X class they are expected to behave like matured

ones in deciding their career and planning their future life. This is the reason for
>

which the investigator selected IX class pupils for the present study..

Guntur is famous as a centre for education. Therefore people look at it with

high expectations and with high educational standards. Hence it is the responsibility
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of the educational institutions to promote.pupils as useful citizens and nourish them

in skill development for effective life-styles. Therefore the researcher wanted to

conduct this study in the schools of Guntur district.

1.11 Need of the Study

Life is full of problems and challenges. Problems are inevitable in life. Handling

a problem is a skill. It is a life skill since it is part and parcel of life. In every step and

every moment of our lives we have to face problem. Problems in life causes tremendous

amount of stress. They cause much disturbance with the normal functioning of life

and some times lead one to have negative thoughts, feelings and actions, D’Zuretha

and Goldfriend (1971) say that “ individual is unable to resolve certain situational

problems in his life and his inadequate attempts to do so are having undesirable

effects, such as anxiety, depression and the creation of additional problems”.

Knowledge is useful only when it is applied in our practical life. We apply

knowledge in solving problems related to life or in performing daily tasks.

The main aim of mathematics is to develop the reasoning power without

taxing the memory. As such the study of Mathematics should develop in us the

power to reason and not merely the acquisition of fads. A good mathematician is

not one who knows a great many mathematical facts but one who can apply these

facts and discover new facts that are unknown to him through proper reasoning.

Moreover the knowledge is useful only when one is able to apply it effectively.

The ability to apply in its turn needs power to think effectively. It is the thoughtful
 -27 -

aciion that governs the conduct of man and not the knowledge. Therefore, the

teacher of Mathematics should not insist the pupils to cram or memorise the

mathematical facts. The pupil should attack problems logically in the spirit of a

discoverer. Mathematics has its usefulness as a general subject of school instruction.

There are some negative comments like

“Mathematics is completely taught on theoretical grounds”.

“It is more abstract in its nature”.

“Teaching is confined to the class room and not related to pupil’s life”.

The remedy for all these is the introduction of the applications along with
»

pure Mathematics.

Mathematics is a subject of problems. It’s teaching and learning demands

solving of innumerable problems. Efficiency and ability in solving problems is a

guarantee for success in learning this subject. A child has to meet a solve problems

as he grows i.e. problems which represent in his physical surroundings, his intellectual

associations and in his social contacts. In school, the child is to be trained in the art

and craft of problem solving that develops reflective thinking. The given training in

problem solving which in turn should be reflected in the real life of the child also..

A child appreciates only those problems, which are really needed and useful

in their life. By these problems only pupils can leam how to tackle the daily life

transactions like buying and selling, profit and loss, interest etc., which are the most

essentials of life.
 - 28 -

Moreover the major aim of teaching mathematics at the secondary stage is

to develop in child the ability of solving problems of life. Therefore the school and

teachers have to keep their direction towards the training for real life problem

solving which would go a long way in dealing with all the problems of life effectively.

A mathematical problem puts a question mark in the minds of the students

that triggers thinking critically, logically and creatively and applying reasoning.

Students’ affective qualities also influence in its process. In executing the solution

of a problem in mathematics a child has to think a lot and take proper decisions

with regard to formula and procedure. While doing so child has to convert into

written communication in the form of steps. After successfully solving the problem

the child will be able to communicate effectively how he had solved the problem.

The students have to clarify their thought out possibilities and doubts with

the teacher on one hand. In the mathematics classroom time will not permit the

teacher to accompany each pupil in their problem solving. Automatically the pupils

have to be dependent on one another, share and clear their difficulties and doubts

which in turn leads to the development of good interpersonal relationships between

the children. If the child becomes aware of his / her ability of tackling the problem

she can exercise it or develop it.

It is quite common that every pupil gets trouble in doing difficult problems

and feels helpless at times. At such times she needs empathy from others and she

should also be empathetic when others face difficulty. With this type of empathetic

support the pupils can easily cope up with the difficult situations.
 - 29 -

Now a days most of the schools are emphasizing high achievement or high

ranks and very high percentage rather than meaningful and joyful learning. As a

result, there is a heavy burden and stress on the minds of the pupils. Also pupils

have to cope up with the stress involved in problem solving and balance their

emotions in ambiguous, abstract situations and of failure in problem solving.

Real life problems are the best sources for transferring the development of

life skills. In this context, the researcher felt the need of finding the mathematical

ability of pupils, application of their mathematical knowledge to solve real life

problems and also association with life coping skills in the pupils. With this objective

the investigator has taken up this study.

1.12 Conclusion

In this chapter the researcher presented the conceptual background of life

skills, Mathematical ability and real life problems and also the rational for the

study, the need and scope of the present study. In the next chapter the researcher

will present the related literature.