Psychological barriers in maths education: Insights from Iran, Pakistan, and Uganda

Abstract

Programme for International Student Assessment (PISA) 2018 data based on around 600,000 students across 79 countries, showed that one in four 15-year-olds did not attain a minimum level of proficiency in reading or mathematics (maths). Further to this, in 24 countries, more than 50% of students failed to achieve Level 2 maths, which means a large number of students have difficulty interpreting and recognising how a (simple) situation can be represented mathematically (Organisation for Economic Co-operation and Development [OECD], 2019). This highlights the need to increase efforts to improve maths education globally, with a specific emphasis on the United Nations Sustainable Development Goal (UN SDG) four: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.