How teachers can overcome students’ unease about math and achieve learning success
The aim of this study is to identify a deeper understanding of the teaching methods used by teachers to help students overcome math learning difficulties in British Columbia (B.C.) Secondary Schools. My first hypothesis, according to my experience as a teacher, is that if teachers are friendly and concerned about the students, they will inspire in the students to have a positive attitude, motivate them to learn, and even become passionate about learning mathematics. My second hypothesis is that technology can be used to improve students’ success in learning math. My study involved in-person interviews with a target of eight math teachers from Secondary schools in British Columbia, asking 18 open-ended questions. However, my actual sample size was seven secondary school math teachers. The qualitative data was recorded using the interview method and then collected and analyzed in relation to specific themes. The responses to the open-ended interview questions were compared with each other to seek and define cohesions and tendencies. The teachers’ ideas were also compared to find how they were different or similar. Of equal importance for this research, all the teachers in this study agreed with using student-teacher relationships in order to address unease about mathematics, to get all students engaged in an activity, and to help students move forward. Six of the seven teachers (85.7 %) agreed about using technology, and it is evident from my research that all of them use technology in their classrooms to some degree. However, teachers in this study identified barriers to the use of technology, such as time, number of students, and budget.