CHALLENGES IN LEARNING MATHEMATICS: INSIGHTS FROM SEVENTH-GRADE STUDENTS

Agosto Olo Tome, Marciano da Silva Soares, Sabino da Costa Gusmão Borges

Abstract


This study explores the contribution of discourse on mathematics by focusing on the lived experiences of seventh-grade students in RAEOA, Timor-Leste. It uses a qualitative descriptive approach; data were collected through direct observation and unstructured interviews. The findings reveal that the most prominent challenge stems from the inability to maintain concentration, particularly in noisy classroom environments, which disrupts comprehension and problem-solving. Students also reported difficulty translating basic mathematical operations into structured problem-solving. Some students struggled with geometric measurement practice. Minority students indicated positive attitudes toward repetitive calculations, viewing them as enjoyable rather than burdensome. These indicators became important for addressing both environmental factors and instructional strategies to improve engagement and comprehension in mathematics. This becomes a novelty of study, lying in subjective accounts of learners in a geographically and academically diverse setting. It contributes fresh implications for context-responsive pedagogical practices in mathematics.

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