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An issue means something significant that needs to be finalised, an argument that is not settled. ‘Taking an issue’ means disagreement and ‘to issue onwards’ means to illustrate. Among the contemporary issues, Peter Bailey‘s statement is of value to everyone. He proposed that “teachers of mathematics can play a crucial role in making the world a fairer place” (Gates, 2001, p. 10).
Different pupils think differently to a same mathematical problem. This creates trouble for teachers in devising the most appropriate method in the best interest of all. Some students do achieve more because of the individual differences in terms of abilities, motivation levels, preferences etc. (Orton, 2004, p. 136).
Mostly mathematical calculations are thought to be convergent - having a limit however there are also divergent questions whose answers could be manifold. Hudson (1966) tested the convergent and divergent thinking ability of sixth form students in a research study of individual differences and concluded that students weak at the IQ tests were much better in subjective questions. Most of the students that perform better in mathematics are convergent thinkers, who likes logic, definite solutions etc. They are bound to have mathematics as their favourite subject while divergent thinkers have difficulties (Orton, 2004, p.139).
“Mathemetical abilities are not innate but are properties acquired in life that are formed on the basis of certain inclinations… some persons have inborn characteristics in the structure and functional features of their brains which were extremely favourable to the development of mathematical abilities…anyone can become an ordinary mathematician; one must be born an outstandingly talented one” (Orton, 2004, p.142).
Generally Maths is considered a subject you cannot humanize. Russel (1938) proposed that most students have the common perception of considering
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