| Have you encountered students who argued that | | | | affects their apptitude towards the subjects. |
| the learning of Mathematics is tougher than | | | | Thirdly, Mathematics is more of a continuous |
| English? Or vice versa? It is not an easy | | | | practice method of learning to extract out |
| task to explain the reasons. Many factors are | | | | true understanding through many unique cases |
| involved with these two subjects that do not | | | | of questioning. This is not so for the |
| allow a clear line to be drawn between which | | | | English language learning which is more |
| is the easier subject to learn and teach. | | | | straight-forward in nature through plain |
| Firstly to look at the subject themselves, | | | | reading and writing. Therefore to enhance |
| Mathematics is an abbreviated form of the | | | | learning of Mathematics, the student has to |
| English language given the many symbols used | | | | go through a stage of self-reflection to |
| to represent mathematical operations and | | | | align their inclination when results are not |
| functions. If the students are able to | | | | achieved. In conclusion, the learning of |
| realise that Mathemnatics is another form of | | | | Mathematics can be made not difficult if one |
| language as opposed to English, the obstacle | | | | is aware of the nature Mathematics is |
| in the learning issue may be drastically | | | | presented as compared to English. However |
| reduced. Secondly, the inclination of the | | | | attitude in overcoming obstacles also played |
| students towards text-based materials or | | | | an important part in the learning of |
| graphics (symbols)-based materials also | | | | Mathematics. |