repeated emphasis on proper concepts, the asking of different questions, and the elaborate examples point out that the intention of the author is to make the reader realize the gravity of the situation. He does, in fact, succeed in doing so.
It is indeed true that the subject of mathematics is taught as a necessity. Mathematics is used in every aspect of life and in every field of work that is why it is becoming essential. However, the need for the study of mathematics has made it nothing but a burden on students. The result is that the students, instead of appreciating the ‘beauty’ of mathematics, consider it important for their respective fields only. The mode of instruction, as the author states, is a very important reason for this attitude.
The mode of instruction in the primary and elementary schools is, indeed, not up to the mark. Often, students are just spoon-fed the knowledge of the things around them. This approach may be appropriate for subjects like history where the students cannot really ask why some event took place. However, when it comes to the study of mathematics, this approach is not acceptable.
Mathematics is a subject that is primarily based on the study of concepts. This means that the teaching of mathematics should ideally require the understanding of why a particular phenomenon takes place. An example, according to the author, would be the concept of why the area of a rectangle is determined by taking the product of length and width. The previously mentioned mode of instruction, employed by teachers, however, completely ruins the idea of the teaching of mathematics. The stress of teachers on learning how to solve problems has many implications.
Firstly, the thinking process of students is hindered as a result of rote learning. Students generally develop thinking and analytical skills in their early years of education. If the teachers impose a certain way of doing things in that early phase, the students may never be able to think