July 1st, 2010 
admin The path to mastering maths is long and marked with obstacles. To have good result, it has to progress with increasing complexity after achieveing an acceptable level of understanding and problem-solving skill. At times, it may be tough while other times it may be smooth sailing. Many factors come into the picture in the process of learning maths. Teacher’s personality, teaching style, individual learning style, peer pressure, complexity of lessons and past experience in maths learning are some examples of factors affecting the mastery of maths. Maths is brought into this context, compared to other subject, as maths learning is more unique in term of its progressive nature and its symbolic presentation.
In a classroom setting, learning maths is challenging, having to face many variables along the way. One have to adapt to different teaching style when one progresses from one level to another with a change of teacher. The ways of lesson delivery may also change and may not suit one’s learning style. Interaction and rapport with teacher has to be rebuilt. It becomes worst when learning partners changes also. This may be due to a change in class placement. With all these changes and adaptations, which directly or indirectly affects maths learning, one is still expected to steadfastly master maths which gets tougher through the levels. Emotionally, one has to be strong. Maths anxiety will sets in when one is not able to manage this transition which is very much part of the maths learning journey in conventional school. Negative escalating results appear when it is not handled properly. Although changes are inevitable, can we reduce this complication and minimise the disruption to the learning minds of the learners?
Parental involvement is one answer. With all the changes in school learning, what is constant is the parent. Sincere and dedicated parent involvement in the child’s learning will not change or not as drastic as in the school. Parent understands their child best. The interaction method between parent and child will not change drastically with growing years. The maths learners will find it more comfortable being trained or guided by someone familiar to them. When parent gets constantly involve with their kids learning, they can see the problem better in their understanding of maths topics as they are fully aware of their kids strength and weakness or past maths learning experience. They will be better placed to rectify or explain the issues faced in their learning or what is taught in school. This is hardly achievable from the new teacher’s perspective. With somebody familiar guiding them, maths learners will be more confidence in handling higher level of maths learning as they know there are avenues where they can get their maths obstacles resolved. This reduces the stress they have when faced with the many challenges in their quest for knowledge. It removes obstacles for them to improve on their maths studies.
However, it should be noted that parental involvement has to be dealt with carefully. It should be emphasised constantly by the parent that learning is still individual and self-learning is still the ultimate regardless of who is teaching. For young learners, guidance by parent should focus not on the content proper, but on the learning habit and style that fits them and which is comfortable to them. The parental involvement lends support to their psychological well-being and acts as a pillar in times of adversity.
About Author
Lim Eehai owns the maths site at mathsisinteresting.blogspot.com and entitled maths is interesting!. EeHai creates this site to steer interest in maths and wishes to help meet the needs of maths learners.
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You can go to a community college, as others have said, and maybe transfer up. Anywhere you go there will be tutors available for math as well as testing and resources for learning disabilities in case you might be able to be diagnosed with something that might exempt you from higher math.
The problem you're going to face is that once you get in, almost all colleges have not just a minimum number of math credits, but they have to be at a minimum level. This means that you may have a full year or two of remedial math classes (which aren't even available everywhere, but usually are at community colleges) that won't even count toward the core requirements, just to prepare you for the classes that do. You'll have to spend most of your energy on math, taking it possibly every semester from day one until you graduate, while others around you only need two semesters of it. This has been the case for an acquaintance of mine who struggles with math and unwisely didn't take any classes in it during the first two years and is now in year six or something like that, finally finishing up the math requirement. Don't let that stop you, but be prepared for it.