Real-Life Valuation And Re-Configuring Instructional Approach Of Learning Mathematics Among College Non-Math-Oriented Students

Abstract

Incorporating a diverse range of instructional strategies is essential to address the multifaceted nature of students' attitudes and motivations towards mathematics. Students' positive outlook and recognition of mathematics' practical utility in real-world scenarios are reflected in their ability to see the relevance of the subject to their future careers, which in turn reflects positively on their perception of mathematics. The purpose of this study was to explore the perceptions of students on the value of mathematics in their life and identify the components of mathematics learning that represents this perceived value. The non-mathematic-oriented college students (n=20) were purposively sampled. The one-on-one interview was conducted to extract the personal experiences of students and describe how they value mathematics. The findings indicated that the perceived value of mathematics involves its general use, personal use, and applications to human-essential processes or resources. Perceived value governs the practical relevance of mathematics in everyday life and signifies an opportunity to leverage this awareness for improved learning experiences. Educators should thus focus on nurturing this subjective valuing, tailoring instruction to align with students' individual preferences and highlighting how mathematical concepts align with their personal and career aspirations. This study underscored the need for a multidimensional approach to mathematics education – one that capitalizes on perceived value, addresses attitudes and difficulty perceptions, fosters intrinsic motivation, and promotes personalized and engaging learning experiences.