The content analysis of the mathematics curricula and impedimenta in understanding the problem solving skills at middle school level

Abstract

Generally mathematical problem solving is one of the challenges in primary level. But, at the elementary curriculum is based on the average level students mind power. This study mainly focuses on difficulties faced by the student at the middle school level. Lack of knowledge in Number theory, mathematical problem solving is most critical estimated to give effective guide lines in preparing diagnostic in order to develop mathematical problem solving ability. Apart from the curriculum, it has been depended on the primary syllabus, the hierarchy of learning methods are carried out. Most of the time students they aware the content synthesis but the skill does not develop the next level since the pattern of the syllabus varying from the fundamental concepts. If the possibility of the problem solve attitude is poor compare than curriculum development. Rectify the problem to analysis the depth area in the field at middle school level. In this discussion we should evaluate the middle school student problems to face in mathematics particularly the basic concepts. They seem to be struggling with their homework especially on mathematics problem solving. The understanding level of students it could afford a guide line for teachers and researchers to plan good approaches and effective mathematical teaching methods. The purpose of this study could understand middle school student’s difficulties in mathematics.