Abstract
This paper delves into the realm of mathematics pedagogy, exploring various facets of teaching and learning mathematics. Through the analysis of the modified Fennema-Sherman Attitude Scales and an in-depth examination of best practices, this paper aims to shed light on the attitudes of students toward mathematics and provide recommendations for improving mathematics education. The paper emphasizes the importance of cultivating a growth mindset, promoting diversity and inclusion, and incorporating active learning strategies in mathematics instruction. It highlights the significance of continuous professional development for educators and support systems for students facing challenges in mathematics. As we conclude this internship, it is clear that mathematics education is not static but a dynamic field that demands collaboration and a commitment to excellence. This paper serves as a compass for future endeavors, guiding the way toward a mathematics pedagogy that empowers learners and transforms perceptions of mathematics.
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