The Myths of Mathematics That Never Fits To the Academics of Engineering Students

In this article, authors investigate the sources and factors contributing to mathematics fear among engineering students in private institute. The research, encompassing a cohort of 100 participants, delves into the examination of internal and external elements that contribute to mathematics anxiety. The findings reveal the manifested aspects of fear of mathematics issues the student aspects (traditional learning processes). The document challenges the tradition of imparting mathematics in isolation and highlights the importance of clearly communicating the relevance of mathematics in the field of engineering. The summary emphasizes the ongoing difficulty of demonstrating the practical utility of mathematics in engineering and calls for a thorough reassessment in both the conceptualization and implementation of introductory engineering education.