The vital role which mathematics plays in education is derived from the cultural, utilitarian and

interdisciplinary values which the subject seeks to inculcate in the learner. It is a vital tool for the
understanding and application of science and technology. (Nizoloman, 2013)

Success in mathematics has been linked to a range of positive future outcomes (i.e., occupational
success, leadership roles and educational attainment ( Lubinski, Benbow & Kell, 2014) and early
mathematics achievement begets later mathematics achievement.

The importance of mathematics is undisputed in developing and changing world. “Mathematics is a

universal language, culture and software technologies which express abstract in a systematic manner”
(Hacisalihoglu et al, 2004, cited in Aktas, 2013).

According to Sertoz (2002, cited in Aktias, 2013), many people think that mathematics consists of
lessons that poisons life, exams that feel anxiety and nightmares which they get rid of as soon as they
finish school. Although teaching mathematics is very significant tool for problem solving, describing and
interpreting physical environment that we live in, numerous researches indicated that many students
cannot learn mathematics they are expected to learn and do not succeed sufficiently.

https://sci-hub.se/https://www.sciencedirect.com/science/article/pii/S1877042813033764

Findings implied that specific curriculum for Malaysian at-risk students focusing on basic knowledge and
skills and simplifying the content of the mathematics syllabus tailored towards at-risk students. In
addition modules for teaching and practice modules should be provided for mathematically at-risk
students. Specific teaching approaches for at-risk students were suggested.

Mathematics is critical to the economy and progress of a nation. Hence, the teaching of mathematics
requires comprehensive planning to ensure quality education for the people of Malaysia. While
concerted efforts should be taken to educate all citizens of Malaysia, we must not lose sight of the
welfare of academically At-Risk students. Mathematically at-risk of difficulties in learning mathematics is
a phenomenon in this country and does not often occur with clarity and simplicity. (Bakar et al, 2010)

https://www.sciencedirect.com/science/article/pii/S1877042810021609

The world today is undergoing a tremendous change which causes a chain of problems and challenges
to mankind. Man is endowed with intelligence and is making use of his ingenuity to wrestle with these
brain-pain problems not only to cope with and be attuned with the changing times but most especially
to survive. Mathematics is one of those disciplines greatly influence in our world today.

In the words of Adler, Mathematics is the handmaiden of science, is also the art which expresses beauty
through a system of definitions, axioms and theorems. It is one of the most important tools man has
forged in his quest to understand and control his environment. Since Mathematics is an indispensable
tool for technological age, it is the role of mathematics teachers to provide opportunities to pupils to
learn materials which may be considered new or modern.

In Buyagan Elementary School, Mathematics had been noted as one of the most difficult subject since it
consists of a collection of facts and skills to be memorized or mastered by a relatively heterogeneous
group of pupils. The result of the National Achievement Test (NAT) in Mathematics in the year 2013 is 66
.32 % and in the year 2014 is 68.82%. Though it shows that it is increasing, it did not yet reach the 75%
standard level.

(Wallit, 2016)

https://psa.gov.ph/sites/default/files/Session%202-
8%20Enhancing%20the%20Performance%20of%20Grade%20VI-
C%20Pupils%20in%20Mathematics%20in%20Buyagan%20Elementary%20School%20through%20the%20
use%20of%20Arts%20in%20Math%20(AIM).pdf