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Words 583

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Hengki Agus Rifa’i

Math, as many say, seems to have been the most difficult subject to cope in schools. There are a number of reasons of saying so, ranging from the complexity of formula to its logical intricacies. Despite its terrible assumption in today’s status quo, math, in most curriculums across the world, is still included as one of compulsory subjects in almost all level of education as it is considered as the subject determining the students’ competency in other subjects. However, concerning the fact that many students remain fail, there are always reasons to claim that math should not be a compulsory subject in schools.

First and foremost, it is important to think that math is not engaging for the students. Compared to other subjects, math is one of the least engaging subjects taught at schools. Subjects like chemistry are full of experiments which help them see what they are being taught in front of them. History, similarly, starts with telling stories, and even though that is not what the subject is really about, it offers a simple view into it. By contrast, math has almost nothing similar. It does not make sense for the students to use the formula of trigonometry to find the height of a tree or a building. In short, math does really make no significant understanding of what is being taught that the students get nothing from spending hours learning it in class.

Secondly, it is also a fundamental principle of education that different people think in different ways. One notable application of this is theory of different learning styles which underlies the phenomenon of people having a different preference for certain subjects. Thus, it follows that the schools should teach their students not only something useful but also relevant to their personality and preferences. Unfortunately, math does not satisfy the latter requirement. Many…...

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