Aspects of difficulties and failures in learning mathematics

Abstract

The article presents a short review of pedagogical and psychological literature dealing with children's difficulties and failures in learning, in particular in learning mathematics. Attention was paid to the essence of school difficulties and failures (separating these phenomena) and the phases of their development. Various reasons for school difficulties and failures were presented. Their manifestations and the factors with which they are related are indicated, i.e., socio-economic, biopsychological, and pedagogical. The sources and mechanisms of failure in learning mathematics and the consequences of difficulties and failures were presented. Suggestions of early school education students (future teachers of mathematics education) of the Faculty of Pedagogical Sciences of Cardinal Stefan Wyszyński University in Warsaw were presented regarding the subject: children's difficulties in learning mathematics, reasons for reluctance to learn mathematics, mistakes made by teachers in their work. The teacher plays an important role in mathematics education, especially in early school, and it largely depends on him whether children overcome difficulties and thus reduce the scope of school failures and mathematics phobia. A teacher should be a guide in the ocean of knowledge, he should help students discover and explore knowledge, as well as develop their critical thinking and independent learning skills.