Mnandisi Siyabonga Sikiti emphasizes the importance of a positive attitude and inclusive teaching methods in mastering mathematics. His journey shows how changing one’s perspective on mathematical challenges can lead to success and practical applications in everyday life.
Below is a story told by a learner at a Finishing School, for Matric learners who had not done well the previous year, in East London. On the first day of class my father’s teacher, Mr Khumalo, said, “If you hate Mathematics, Mathematics will gladly return the favour. It will hate you right back! So, from today onwards, pretend that you’re in love with Mathematics, then see what happens.” The learner said that this statement remained with him for many years and taught him a great deal about life in general.
Yes, arguably one of the biggest problems regarding Mathematics, sometimes branded a “killer subject”, is attitude. Presumably if learners and teachers can change their attitudes toward Mathematics, many positive results could be achieved. The mind, or the psychological composition of the learner, play a crucial role in achieving success in Mathematics.
What psychologists think
“To be successful in business and in life, spot the possibilities while others look for problems.” (Robin Sharma, 2012)
The quotation above highlights the fact that a person with a positive attitude is more likely to succeed, not only in life and business, but in Mathematics as well.
Gqeberha-based Occupational Therapist, Busi More, asserts that the word “problem” is a worry word which makes the challenge even bigger than it is. Her opinion is that if learners could stop regarding Mathematics as “a problem subject’, but rather as a challenging subject, then things would be different.
She says once you use the term “challenge” the brain gets ready for it – it musters all of its powers like what happens when a student wants to solve a mathematical equation. There is excitement in the brain at the prospect of tackling a new challenge and to ultimately overcome or conquer it. The term “challenge” awakens the brain because it is going to engage in something that is part of its main mandate as a body part that excels in sorting out issues.
Conversely, these powers shut down when the term “problem” is used. The cerebral cortex or part of the brain responsible for problem-solving is slowed down by this word, which is itself a huge obstacle. It is a “worry word”. It carries a lot of negativity associated with it.
Busi says that she eliminated the word “problem” from her vocabulary many years ago, and that this has worked wonders for her. She says you must always help your brain to sort out any challenge by supplying it with relevant, positive and accelerative vocabulary. She says the brain becomes alert when the word “challenge” is used as one of its major functions is to help the individual to navigate challenges in life – to sort out issues from day to day. On the other hand, the negativity associated with “problem” dulls the brain’s neurons.
What is said above underscores the fact that if children / learners can be conditioned psychologically, that is, taught the right skills that will enable them to be positive toward Mathematics and life in general, success becomes a distinct possibility.
Mathematics is all around us
My Mathematics teacher at high school used to say that wherever you are and wherever you go there is Mathematics. Mathematics is not just something abstract, but something practical, something that exists in everyday life. For example, when you teach learners about area and perimeter you should use their own classroom as the starting point. When you look around you, whether you’re in a kitchen, lounge or bedroom, there is Mathematics – various shapes such as rectangles, squares, circles, cylinders, triangles, etc.
“Always believe there is light at the end of the tunnel, and you will have a better chance of continuing to move forward when faced with obstacles.” (Robert Lowell, 2020)
Mathematics needs a holistic approach
Psychologists are of the opinion that a holistic approach to Mathematics mastery should be adopted. This makes a lot of sense. For example, the human body is composed of seven main dimensions – social, cultural, emotional, spiritual, economic, mental, and physical. These dimensions are interdependent. Author Peter Mlambo states that “let’s assume that your house consists of seven rooms. All these rooms need attention – you need to clean and tidy them regularly. If one or two are neglected, then things don’t look good.
Psychologists talk about the Wheel of Life, which is a coaching tool that is used to create balance and consequently greater success in life. It is a fantastic foundation exercise for goal setting.
So, with regard to Mathematics, the same principle applies. We cannot focus on Mathematics content only, but we also must consider other dimensions that augment or make Mathematics content easier to assimilate. A great deal of scaffolding is necessary to assist each learner to attain his or her maximum potential.
The Effective Learner
A document that my father and I once read, titled The Effective Learner, developed by a Finishing School in East London, deeply impressed me. [See its Table of Contents – Appendix A]
Below is an extract from this Finishing School’s Introduction to The Effective Learner:
This Manual is designed to help the learner to enjoy life and produce positive results by providing the following:
- Knowledge of who she/he is
- Time Management skills
- Skills to enhance self-esteem
- Study and exam techniques.
Learning is lifelong and everyone needs the skills to be able to learn and grow. The skills that this Manual provides should enable anyone who applies the principles and does the activities to succeed in life and in studies.
We encourage the reader to keep an open mind and carry out the activities suggested apply them regularly and turn them into habits. Human beings are essentially creatures of habit, and the subconscious mind helps to imprint the habits formed on the comprehensive tracks of the brain, so that after some time habits acquired occur automatically.
In answering the questions in this manual we strongly suggest that you are honest with yourself and very specific. For example, when you work on your goals decide what symbol you want in your Mathematics exam results. Decide what learning activities are necessary daily to allow you to attain that symbol.
Whatever you learn in this book, do share with your friends, peers, classmates, and family. This will benefit you and them immensely.
Your life is in your hands, and you can make it good or bad, rich or poor, happy or sad. The choice is yours. You have a choice in your thinking, your habits, your actions, your attitude – and the choices you make will define who you are and who you will be.
This Manual has a set of activities that should help. Take risks and challenge yourself so as to enjoy life to the full. Best wishes in the adventure of life. We entreat you to seek excellence in your examinations, not just a mere pass that does not enable you to secure the best opportunities and jobs.
The extract above indicates some endeavors by this particular Finishing School to help the learner succeed in his / her studies in general, not just in Mathematics.
Conclusion
Due to time limitations, one is not able to tackle all possible angles when it comes to Mathematics and its ramifications for the learner. The fact that Mathematics teacher Mr Khumalo could produce outstanding results at the Finishing School mentioned above, does suggest that adopting a holistic approach can indeed help learners achieve their objectives and consequently a deep sense of satisfaction for the teacher concerned.
“Energy flows where attention goes. If you focus on setbacks and failures, your brain will attract these toward you. But if you focus on success, your brain will attract victory and fulfilment.” (Chris Vusani, 2009)
Mnandisi Siyabonga Sikiti
Second Year Computer Science Student, Stellenbosch University
Table of Contents – Appendix A
Unit 1 – Self-Awareness
Unit 2 – Values & Principles
Unit 3 – Success
Unit 4 – Security
Unit 5 – Purpose
Unit 6 – Vision
Unit 7 – Goal Setting
Unit 8 – Time Management
Unit 9 – Commitment
Unit 10 – Successful Learning & Examination Strategies
