Research studies conducted on mathematics have shown that it is perceived negatively in many cultures and is often viewed as a difficult subject, especially from a societal standpoint. In many cultures, mathematics is seen as largely masculine and involves solving problems in a particular way, making it a solitary activity for clever individuals with good memory (Walkerdine, 1998). However, mathematics is a fundamental tool for solving problems ranging from engineering to musical education. To address the identified gaps in the literature, this study aims to analyze the causes of poor academic performance in mathematics from the perspectives of students, teachers, parents, environments, and policy makers.

From the perspective of teachers in North America, Armstrong (2009) identified that mathophobia is caused by teachers’ methodology, mathematical knowledge, assessment methods, and the nature of the discipline itself. Math is often perceived as a daunting challenge by many Americans. While some students who succeed in solving mathematical problems feel motivated to pursue higher levels of mathematics, others experience low self-esteem if they fail.

Teaching experience also contributes to poor academic performance in mathematics at the Ordinary Level. Some unqualified teachers lack the experience and skills needed to properly instruct students in mathematical operations. In contrast, teachers that have specialized in the subject they teach, or have training in that subject, and have around 26 to 30 years of teaching experience, are able to positively influence student performance (Armstrong, 2009).

From the perspective of government policy in the African continent, the current mathematics syllabus has moved away from a content-based to a competence-based curriculum. The teaching method with respect to this new syllabus is student-centered and activity-oriented. In the revised process of mathematics syllabi, students are expected to learn through a variety of problem-solving activities undertaken collaboratively with their teachers (URT-MOEVT, 2010). This change has taken into consideration the requirements of the SEDP program, which integrates basic contents into the mathematics syllabus. The general competencies expected from students include the ability to think critically and logically, using mathematical language to explain and identify mathematical ideas, and applying mathematical knowledge and techniques in different fields.

From the perspective of parents on the European continent, family background plays a crucial role in students' mathematics performance. Cultural differences can affect student attitudes toward mathematical education. Different cultural backgrounds can also influence students based on their parents' experiences, interest in mathematics, and views and attitudes toward mathematics (Smith, 2004). Smith's research indicates that students studying higher-level mathematics are influenced differently compared to those studying lower-level mathematics or not studying mathematics at all. Additionally, students whose parents have higher levels of education, a more prestigious occupation, or greater income tend to have higher academic achievement (Sirin, 2005).

From the perspective of the environment in the Asian continent, Carneiro and Heckman (2003) emphasized that children from poor families receive limited returns from education. Their research highlighted the importance of family in shaping cognitive and non-cognitive abilities that influence success in life. The study stressed the risk of distinct transmission of poverty from older to younger generations.

In conclusion, this literature review in this study provides insights into the causes of poor academic performance in mathematics from the perspectives of students, teachers, parents, environments, and policy makers. By examining these different perspectives, we can better understand the factors that shape students' attitudes toward mathematics and their academic performance.

Examining the Reasons Behind Poor Academic Performance in Mathematics as Perceived by Students in South America

The issue of gender gaps in STEM fields, which favor males, has been highlighted in a Mexican study (Gustavo Moran-Soto and Omar Israel Gonzalez-Ppena) on mathematics anxiety and self-efficacy of engineering students. While the gender gap appears to start to show during STEM high school courses with a resulting decrease in the population of women, literature suggests that peer influence and class size may also play a role.

Students' response to mathematics anxiety is often linked to low perceives math ability, low confidence due to prior unsuccessful experiences, and lack of effective studying or test preparation skills. A high level of math self-efficacy, on the other hand, tends to increase students' interest in pursuing mathematics-related careers.

The following references provide comprehensive information on relevant topics:

1. Ammermuler, A., & Pschke, J. (2009). Peer effects in European primary schools: Evidence from the progress in International Reading Literacy Study. Journal of Labor Economics, 27, 315-348.

2. De las Cuevas, P., Garcia-Arenas, M., & Rico, N. (2022). Why not STEM? A case study on the influence of gender factors on students' higher education choice. Mathematics, 10(2), 239. doi: 10.3390/math10020239

3. Hojo, M. (2010). Class size, ability grouping, and peer effects in public schools in Japan. Paper presented at the 12th International Convention of the East Asian Economic Association, Ewha Womans University, Seoul.