10 extractive question-and-answer pairs built from Dealing with Mathematics Phobia at Early Stages | THE PRIMARY TEACHER, published by ejournals.ncert.gov.in. Source-evidenced topics include mathematics phobia, early stages, foundation, anxiety, conceptual foundation, confidence, interest, young learners. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 8 relationship, 1 definition, 1 factual. 9 of the 10 pairs (90.0%) ask explanatory questions; the remaining 1 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset contains 10 question-and-answer pairs derived from the article 'Dealing with Mathematics Phobia at Early Stages' published by NCERT. It explores factors contributing to mathematics phobia, the role of foundational concepts, and the psychological effects of neglecting mathematics learning. The dataset highlights how pressures on teachers and classroom dynamics influence young learners' attitudes toward mathematics. Questions are predominantly explanatory, focusing on relationships and causes behind observed phenomena.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("ejournals-ncert-gov-in-f89aca34b362978be2a376de19ca4a68")
df.head()First 10 of 10 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What is often colloquially referred to as 'math phobia'? | an avoidance attitude and increased anxiety towards mathematics | These factors cumulatively affect the psychology of young learners, leading them to distance themselves from a subject that is closely connected to their daily lives and could be engaging if taught effectively. This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. research findings do not support the existence of such a phenomenon as an inherent condition. Rather, it appears to emerge from the continued neglect of mathematics learning. Once children are helped to build a strong conceptual foundation, they begin to develop confidence and interest in mathematics. They may initially struggle to solve even basic mathematical problems, but within a short period they often find mathematics far more enjoyable. | 230 | definition | 1.000 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. | p[0] | 0.700 | valid | |
| How do children’s attitudes towards mathematics change after overcoming initial struggles? | they often find mathematics far more enjoyable | These factors cumulatively affect the psychology of young learners, leading them to distance themselves from a subject that is closely connected to their daily lives and could be engaging if taught effectively. This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. research findings do not support the existence of such a phenomenon as an inherent condition. Rather, it appears to emerge from the continued neglect of mathematics learning. Once children are helped to build a strong conceptual foundation, they begin to develop confidence and interest in mathematics. They may initially struggle to solve even basic mathematical problems, but within a short period they often find mathematics far more enjoyable. | 755 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | They may initially struggle to solve even basic mathematical problems, but within a short period they often find mathematics far more enjoyable. | p[0] | 0.700 | ||
| What attitude may result from neglect of mathematics learning? | an avoidance attitude and increased anxiety towards mathematics | These factors cumulatively affect the psychology of young learners, leading them to distance themselves from a subject that is closely connected to their daily lives and could be engaging if taught effectively. This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. research findings do not support the existence of such a phenomenon as an inherent condition. Rather, it appears to emerge from the continued neglect of mathematics learning. Once children are helped to build a strong conceptual foundation, they begin to develop confidence and interest in mathematics. They may initially struggle to solve even basic mathematical problems, but within a short period they often find mathematics far more enjoyable. | 230 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. | p[0] | 0.700 | ||
| What do teachers often overlook due to pressure to complete the syllabus? | whether children have understood the fundamental concepts of a topic | Published 2026-07-15 Right from childhood, mathematics is often considered a difficult or burdensome subject. Many students lack a strong foundation in mathematics. It is commonly believed that proficiency in mathematics requires exceptional hard work and intellect. In many instances, teachers overlook whether children have understood the fundamental concepts of a topic because they are under pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus. such children experience anxiety when they are required to learn more advanced concepts. In the early stages, children often hesitate to ask questions in the classroom for various reasons—they may be shy, afraid, or unsure of how to ask. As they grow older, they may fear that asking too many questions will make teachers perceive them as less capable. | 304 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | In many instances, teachers overlook whether children have understood the fundamental concepts of a topic because they are under pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus. | ||||
| What happens once children build a strong conceptual foundation in mathematics? | they begin to develop confidence and interest in mathematics | These factors cumulatively affect the psychology of young learners, leading them to distance themselves from a subject that is closely connected to their daily lives and could be engaging if taught effectively. This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. research findings do not support the existence of such a phenomenon as an inherent condition. Rather, it appears to emerge from the continued neglect of mathematics learning. Once children are helped to build a strong conceptual foundation, they begin to develop confidence and interest in mathematics. They may initially struggle to solve even basic mathematical problems, but within a short period they often find mathematics far more enjoyable. | 596 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | Once children are helped to build a strong conceptual foundation, they begin to develop confidence and interest in mathematics. | p[0] | 0.700 | ||
| What pressures do teachers face that may lead them to overlook whether children understand fundamental concepts? | pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus | Published 2026-07-15 Right from childhood, mathematics is often considered a difficult or burdensome subject. Many students lack a strong foundation in mathematics. It is commonly believed that proficiency in mathematics requires exceptional hard work and intellect. In many instances, teachers overlook whether children have understood the fundamental concepts of a topic because they are under pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus. such children experience anxiety when they are required to learn more advanced concepts. In the early stages, children often hesitate to ask questions in the classroom for various reasons—they may be shy, afraid, or unsure of how to ask. As they grow older, they may fear that asking too many questions will make teachers perceive them as less capable. | 396 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | In many instances, teachers overlook whether children have understood the fundamental concepts of a topic because they are under pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus. | ||||
| What psychological effect may result from neglecting mathematics learning? | an avoidance attitude and increased anxiety towards mathematics | These factors cumulatively affect the psychology of young learners, leading them to distance themselves from a subject that is closely connected to their daily lives and could be engaging if taught effectively. This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. research findings do not support the existence of such a phenomenon as an inherent condition. Rather, it appears to emerge from the continued neglect of mathematics learning. Once children are helped to build a strong conceptual foundation, they begin to develop confidence and interest in mathematics. They may initially struggle to solve even basic mathematical problems, but within a short period they often find mathematics far more enjoyable. | 230 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | This may result in an avoidance attitude and increased anxiety towards mathematics, which is often colloquially referred to as a “math phobia”. | p[0] | 0.700 | ||
| Why do children hesitate to ask questions in the classroom during early stages? | they may be shy, afraid, or unsure of how to ask | Published 2026-07-15 Right from childhood, mathematics is often considered a difficult or burdensome subject. Many students lack a strong foundation in mathematics. It is commonly believed that proficiency in mathematics requires exceptional hard work and intellect. In many instances, teachers overlook whether children have understood the fundamental concepts of a topic because they are under pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus. such children experience anxiety when they are required to learn more advanced concepts. In the early stages, children often hesitate to ask questions in the classroom for various reasons—they may be shy, afraid, or unsure of how to ask. As they grow older, they may fear that asking too many questions will make teachers perceive them as less capable. | 672 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | In the early stages, children often hesitate to ask questions in the classroom for various reasons—they may be shy, afraid, or unsure of how to ask. | p[0] | |||
| Why might older children fear asking too many questions in the classroom? | fear that asking too many questions will make teachers perceive them as less capable | Published 2026-07-15 Right from childhood, mathematics is often considered a difficult or burdensome subject. Many students lack a strong foundation in mathematics. It is commonly believed that proficiency in mathematics requires exceptional hard work and intellect. In many instances, teachers overlook whether children have understood the fundamental concepts of a topic because they are under pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus. such children experience anxiety when they are required to learn more advanced concepts. In the early stages, children often hesitate to ask questions in the classroom for various reasons—they may be shy, afraid, or unsure of how to ask. As they grow older, they may fear that asking too many questions will make teachers perceive them as less capable. | 751 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | As they grow older, they may fear that asking too many questions will make teachers perceive them as less capable. | p[0] | |||
| What is commonly believed to be required for proficiency in mathematics? | exceptional hard work and intellect | Published 2026-07-15 Right from childhood, mathematics is often considered a difficult or burdensome subject. Many students lack a strong foundation in mathematics. It is commonly believed that proficiency in mathematics requires exceptional hard work and intellect. In many instances, teachers overlook whether children have understood the fundamental concepts of a topic because they are under pressure to adhere to the school’s fixed schedule and complete the prescribed syllabus. such children experience anxiety when they are required to learn more advanced concepts. In the early stages, children often hesitate to ask questions in the classroom for various reasons—they may be shy, afraid, or unsure of how to ask. As they grow older, they may fear that asking too many questions will make teachers perceive them as less capable. | 230 | factual | 0.570 | https://ejournals.ncert.gov.in/index.php/tpt/article/view/5634 | It is commonly believed that proficiency in mathematics requires exceptional hard work and intellect. | p[0] | 0.700 |
Read straight from the file — download or use the API URL for the full dataset.
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