Related Literature

A solid foundation in mathematics and science develops and hones the skills of posing

hypotheses, designing experiments and controls, analyzing data, recognizing patterns, seeking

evidence, conclusions and proof, solving problems and seeking absolutes, while being open to

new information (Toffler, 2020)

Hom (2013) Mathematics is the science that deals with the logic of shape, quantity and

arrangement. Math is all around us, in everything we do. It is the building block for everything in

our daily lives, including mobile devices, architecture (ancient and modern), art, money,

engineering, and even sports.

The importance of mathematics in cultural development: Like other sciences,

mathematics influences civilization's development. Cultural development depends on the

achievements of scientists and innovators, especially athletes. No one neglects the role of Arab

and Muslim scientists in the development of civilizations. A great mathematician, Muhammad

ibn Musa al-Khwarizmi who created the theory of algebra and laws of arithmetic that helped

develop modern science and technology. (Dunn, 2019)

Related Studies

The importance of a solid mathematics education goes much beyond the current

conversation of improved proficiency on test scores. I have used the word mathematics very

frequently in my education and career but never until recently thought about the actual meaning

of the word. ( L e f k o w i t z , 2 0 1 9 )
 Some students used strategies aimed at achieving in learning mathematics by doing work,

help seeking, trying to understand the study material and finding solutions to the problems and

they are working with others. Students turn to self-protective strategies such as self-

handicapping, avoiding exposing themselves, and concealing their grades and their academic

work. The former strategies may be conceptualized as adaptive because they may result in better

learning and increased understanding (Khiat, 2013). They use strategies to solve immediately,

the problems that they are facing on their different kind of challenges in the mathematics subject.

Students may also encounter failures for the reason that even if they study hard, listen to the

teacher and cooperate with the class they still not get how to solve the other problems (Skaalvik,

2018). More students think negatively of how they cope to their problems because most of them

are getting struggles in solving problems in mathematics. However, student may not study, listen

to the teacher and cooperate to the class, will probably failed (Nelson, 2016). The students can

answer more of the math problems they can say to their self they enjoyed in solving math and

they will have confidence to answer more of it and also if a student strives, they can prevent,

treat math anxiety to their self (Lossi, n.d). One of the most important in solving mathematical

problem is to enhance your knowledge in solving and boost your confidence that you can answer

all mathematical problems you just study hard and also your skill in solving the different kind of

problems will expand (Bayat & Tarmizi, 2010) The learning strategies are very important in

terms of having power or right and self-regulated learning. The objective of the strategies is to

learn easily and have a short five in answering an activity in mathematics. In having lots of

strategies this may help us to answer more activities by answering immediately the activities that

given (Gasco, Domingo & Goni, 2014).

solutions theories, shapes and understanding the words. However, that there are people know

how to solve real life problems with such case help practitioners (Chinaveh, 2013). Previous

studies show that if a mastery goal aspect is join together with adaptive learning strategies, for

example seeking behavior and deep processing how far they can do in order to learn by their own

way of strategy of learning in coping difficulties on mathematics. Performance avoidance goal

exposure is joining with less more adaptive learning strategies (Skaalvik, 2018). Students say

that mathematics is the capacity to recover and term as their positive stand, to overcome the

challenges in learning, motivated and achieved with math and acknowledge that mistake is part

of their learning process (wilder et. al, 2014).

Students have their strategies whenever they encountered difficulties or failure in life

especially in school, it can be self-reliable. The experience determined how much students can

cope with these struggles. In the present study, students will be study how their profile affects

they cope in the difficulties being encountered in Mathematics area. It will test the mean grade in

their Senior High School level to the present study whether it is affects or not in their

performance in College level.

Tolod (2011) states that a few school children could do mathematics computation. This

failure is due to lack of textbook and inadequate knowledge of some Math teachers on the

content and methodology of teaching the subject.

Students coping strategies have been described as the cognitive and behavioural

strategies that they employ to avoid or reduce negative emotions that often arise from a stressful

event, such as doing poorly on a test or failing to complete a task (Friedel, 2007). Discriminate

between two main coping strategies: (a) positive or adaptive coping strategies and (b)
maladaptive coping strategies. Additionally, they identify a non-coping behaviour, amplifying

anxiety and worrying about what other people may think. Adaptive coping strategies are those

that may increase learning and improve a child’s chances of doing better at the task in

subsequent attempts. Examples of such strategies may be deep processing and different aspects

of self-regulation, for instance planning, help-seeking, and self-evaluation. Adaptive strategies

parallel what Lazarus and Folkman (1984) termed problem-focused coping. It is important to

note that the motivation underlying problem-focused coping may not be limited to reduced

anxiety and embarrassment. The motivation may also be to learn, understand, and solve the

problems at hand, which characterizes a mastery goal orientation (Skaaldik, 2004). A mastery

goal orientation is a general orientation towards learning, understanding, and solving problems.

Maladaptive coping strategies are strategies that aim to direct people’s attention away from the

failure and from perception that the student has low abilities. Examples of such strategies are

self-handicapping, procrastination and lack of effort (Covington, 1992), and concealing one’s

results and shortcomings (Skaaldik, 2004). Whereas self-handicapping strategies aim to alter

how people attribute one’s own failures, concealing strategies aim to prevent others to be aware

of one’s failure and to avoid the social implications of failing (Skaaldik, 2004). Also, self-

handicapping strategies are initiated prior to the learning process or prior to receiving any

evaluation. One may therefore assume that it is affected by the students’ mastery expectations or

self-efficacy. In contrast, concealing the results is initiated after conducting the task or receiving

the results. An assumption underlying both these self-protective strategies is that maintenance,

restoration or attainment of self-worth and avoidance of negative self-perceptions are major

motivational goals. Nevertheless, self-protective strategies such as low effort and concealing

one’s results are maladaptive because they do not increase the likelihood that the student will
improve or do better next time (Covington, 1992). Students who endorse performance goals tend

to be preoccupied with themselves and how they are perceived by others. In particular, a

performance-avoidance goal orientation may lead to anxiety and release self-protective

mechanism when one is experiencing challenges and failure.