Many young students do not like studying mathematics. What are the reasons for this, and what can be done to make them enjoy learning it?
许多年轻学生不喜欢学习数学。造成这种现象的原因是什么？可以采取什么措施让孩子们喜欢上学习数学？
立场: This essay will examine why so many students dislike mathematics and then propose practical measures schools and teachers can take to make the subject genuinely enjoyable.本文将探讨为什么众多学生不喜欢数学，并提出学校和教师可以采取的切实措施，让这门学科真正变得有吸引力。
This 6.5 version develops only one cause and one solution with simple linking words like 'because' and 'as a result', keeping the argument fully correct but noticeably thinner and less varied than the 7.0 and 7.5 versions.这个6.5分版本只展开了一个原因和一个解决方法，使用 'because'、'as a result' 等简单的连接词，论证完全正确，但明显比7.0和7.5版本单薄、变化较少。
Many students do not like mathematics, and this is a common problem in schools all over the world, including in Vietnam. This essay will look at why students feel this way and then give some simple ways that can help them enjoy the subject more.许多学生不喜欢数学，这是世界各地学校（包括越南）都普遍存在的问题。本文将探讨学生产生这种感受的原因，然后给出一些能帮助他们更享受这门学科的简单方法。
The main reason many students dislike mathematics is the way it is taught. Lessons often focus only on formulas and difficult exercises for the THPT Quốc Gia exam, so students do not see how maths is useful in real life. This problem gets worse because of học thêm, extra classes where students do the same kind of exercises again and again in the evenings and at weekends. Because of this, mathematics feels like something to memorise for a test, not something to understand. As a result, students become stressed and start to see maths as a boring subject rather than an interesting one.许多学生不喜欢数学，主要原因在于教学方式。课堂往往只专注于公式和为THPT Quốc Gia（国家高中毕业考试）准备的难题，学生因此看不出数学在现实生活中有什么用处。加上学生们晚上和周末还要去学添（học thêm，课外补习班）反复做类似的题目，这个问题变得更严重。因此，数学变成了一门为考试而死记硬背的学科，而不是需要理解的学科。结果，学生感到压力很大，开始把数学当作一门枯燥的学科，而不是有趣的学科。
To solve this problem, teachers can try to connect mathematics to daily life. For example, instead of just writing a formula on the board, a teacher could ask students to calculate the cheapest price when shopping online or work out how much interest they would earn from a bank account. In one secondary school in Ho Chi Minh City, students used simple percentages to plan a small charity fundraiser, and this made the lesson feel real and useful instead of just theory. Group activities and simple maths games can also help, because students learn by doing something active instead of only listening and copying.要解决这个问题，教师可以尝试把数学与日常生活联系起来。例如，教师可以不只是在黑板上写公式，而是让学生计算网购时哪个价格最划算，或者算一算银行存款能获得多少利息。在胡志明市的一所中学，学生们用简单的百分比来筹划一次小型慈善募捐活动，这让这堂课感觉真实有用，而不只是理论。小组活动和简单的数学游戏也有帮助，因为学生通过动手参与来学习，而不是只是听讲和抄写。
In conclusion, students dislike mathematics mainly because it is taught in a way that focuses on exams rather than real life. If teachers use practical examples and more active activities, students are likely to enjoy mathematics and understand why it is useful.总之，学生不喜欢数学主要是因为教学方式偏重考试而非现实生活。如果教师能多使用贴近实际的例子和更活跃的活动，学生就更有可能喜欢上数学，并理解它的用处。
搭配词汇
考官点评
- TR“This essay will look at why students feel this way and then give some simple ways that can help them enjoy the subject more.” — A simple, direct statement of the essay's plan; it meets the task requirement but previews the structure with less precision than the higher-band versions.简单直接地说明文章的写作计划，满足题目要求，但预告结构时不如更高分版本精确。
- LR“extra classes where students do the same kind of exercises again and again” — Clear, accurate vocabulary describing the repetitive tutoring practice, but more generic than the higher-band collocation 'near-identical problem sets'.用词清晰准确地描述了反复补习的情况，但比高分版本中的搭配 'near-identical problem sets' 更笼统。
- GRA“Because of this, mathematics feels like something to memorise for a test, not something to understand.” — A correct parallel structure ('something to X, not something to Y'), but the sentence relies on a basic connector ('Because of this') that repeats a pattern used elsewhere in the paragraph.使用了正确的平行结构（'something to X, not something to Y'），但句子依赖于本段中重复出现的基础连接词 'Because of this'。
- CC“To solve this problem, teachers can try to connect mathematics to daily life.” — A simple but functional topic sentence that moves the essay from problem to solution, though more formulaic than the varied cohesive devices used at higher bands.这句简单但有效的主题句将文章从问题段落过渡到解决方案段落，但比高分版本中更多样化的衔接手法要公式化。
- TR“If teachers use practical examples and more active activities, students are likely to enjoy mathematics and understand why it is useful.” — Restates the essay's task response in the conclusion with a simple conditional structure, closing the argument clearly if not very elaborately.在结论中用简单的条件句重申了文章的论点，论证收尾清晰，但不算详尽。
This 7.0 version keeps the same two-cause structure and Vietnam-specific examples as the 7.5 answer but uses slightly plainer collocations ('abstract rules' instead of 'abstract, rule-bound exercise') and less tightly compressed sentences, so the ideas are clear but not as fluently developed.这个7.0版本保留了与7.5版本相同的双原因结构和越南本地案例，但使用了略显朴素的搭配（用 'abstract rules' 代替 'abstract, rule-bound exercise'），句子也不如7.5版本紧凑，因此论述清晰但流畅度和展开程度稍逊。
A dislike of mathematics is a common complaint among students, not only in Vietnam but around the world. This essay will discuss why so many students feel this way and suggest some practical steps that teachers could take to make the subject more enjoyable.不喜欢数学是学生中常见的抱怨，不仅在越南如此，全世界皆然。本文将探讨为何如此多学生有这种感受，并提出教师可以采取的一些实际措施，使这门学科变得更有吸引力。
One major reason for this dislike is that mathematics is often taught as a set of abstract rules that seem disconnected from everyday life. Topics such as quadratic equations are usually practised through repeated exercises aimed at passing the THPT Quốc Gia exam, with little explanation of why these skills actually matter. This exam-focused approach is made stronger by the popularity of học thêm tutoring centres, where students spend extra evenings working through similar problems, which reinforces the idea that maths is mainly about memorising procedures rather than understanding ideas. Consequently, many students begin to associate mathematics with pressure and anxiety instead of curiosity.造成这种反感的一个主要原因是，数学常常被当作一套抽象规则来教授，看起来与日常生活脱节。像二次方程这样的内容通常是通过反复练习来学习的，目的是通过THPT Quốc Gia考试，却很少解释这些技能到底有什么实际意义。这种以考试为中心的教学方式，又因为学添（học thêm）补习中心的流行而被进一步强化——学生们要在额外的晚上花时间做类似的题目，这更加深了数学主要是背诵解题步骤而非理解概念的印象。结果，许多学生开始把数学与压力和焦虑联系在一起，而不是好奇心。
A more effective approach would be for teachers to make mathematics visibly relevant to students' own lives. Rather than starting a lesson with a formula, teachers could design problems based on situations students already care about, such as comparing prices while shopping online or calculating savings account interest. For instance, one lower-secondary school in Ho Chi Minh City had students use ratios and percentages to manage a real charity fundraising campaign, which turned an abstract topic into something with a clear, satisfying result. Incorporating games and group problem-solving activities can achieve a similar effect by encouraging active discovery rather than passive memorisation.更有效的做法是让教师使数学与学生自身的生活明显相关。教师不必以公式开始一堂课，而是可以根据学生本就关心的情境来设计问题，比如网购时比较价格，或计算储蓄账户的利息。例如，胡志明市一所初中让学生运用比率和百分比来管理一场真实的慈善募捐活动，这把一个抽象的主题变成了有明确、令人满意结果的事情。融入游戏和小组解题活动也能达到类似效果，因为它们鼓励主动探索，而不是被动记忆。
In conclusion, the widespread dislike of mathematics largely comes from an exam-driven teaching style that hides the subject's real-world value. By designing lessons around practical applications and reducing rote drilling, teachers can help students see mathematics as a useful and even enjoyable skill.总之，学生普遍不喜欢数学，很大程度上源于一种以考试为导向的教学方式，掩盖了这门学科在现实世界中的价值。通过围绕实际应用来设计课程、减少死记硬背式的操练，教师可以帮助学生把数学看作一项有用、甚至令人愉快的技能。
搭配词汇
考官点评
- TR“This essay will discuss why so many students feel this way and suggest some practical steps that teachers could take to make the subject more enjoyable.” — Signals the essay's cause-and-solution structure clearly, though 'practical steps' is a plainer phrase than the 7.5 version's more vivid 'engaging rather than dreaded'.清楚地表明了文章的原因-解决方案结构，但 'practical steps' 这个说法比7.5版本中更生动的 'engaging rather than dreaded' 显得平淡。
- GRA“This exam-focused approach is made stronger by the popularity of học thêm tutoring centres, where students spend extra evenings working through similar problems, which reinforces the idea that maths is mainly about memorising procedures rather than understanding ideas.” — A long sentence with two stacked relative clauses ('where...', 'which...') shows good control of subordination, though it is less tightly compressed than the equivalent sentence in the 7.5 answer.这个长句叠加了两个定语从句（'where...'、'which...'），展现出良好的从句掌控能力，但不如7.5版本中对应句子那样精炼紧凑。
- LR“abstract rules that seem disconnected from everyday life” — A clear, accurate collocation naming the core problem, close to the 7.5 phrase 'abstract, rule-bound exercise' but slightly less compact.清晰准确的搭配点明了核心问题，接近7.5版本中的 'abstract, rule-bound exercise'，但略显不够精炼。
- CC“A more effective approach would be for teachers to make mathematics visibly relevant to students' own lives.” — A clear topic sentence that pivots from the problem paragraph to the solution paragraph, functionally similar to the 7.5 transition but with plainer wording.这是一句清晰的主题句，将文章从问题段落转向解决方案段落，功能上与7.5版本的过渡相似，但用词更朴素。
- LR“turned an abstract topic into something with a clear, satisfying result” — A solid idiomatic phrase conveying the practical payoff of the example, though slightly less vivid than the 7.5 phrasing 'produced a visible, satisfying result'.这个地道的短语传达了该案例带来的实际效果，但不如7.5版本中的 'produced a visible, satisfying result' 那样生动。
The 7.5 answer is distinguished by compact, precise collocations ('exam-driven culture', 'near-identical problem sets') and sentences that pack a claim, its cause and its consequence into a single controlled structure, developing each paragraph with reasoning, a specific example, and a vivid closing image ('its relevance no longer needs to be argued for — it becomes self-evident').7.5版本的突出之处在于用词精炼准确（如 'exam-driven culture'、'near-identical problem sets'），句子能在一个可控的结构中同时容纳论点、原因和结果，并通过说理、具体例子和生动的结尾意象（'its relevance no longer needs to be argued for — it becomes self-evident'）充分展开每一段。
A dislike of mathematics is one of the most persistent complaints in classrooms around the world, and Vietnam is no exception. This essay will explore the main reasons behind this aversion before suggesting concrete ways to help young learners find the subject engaging rather than dreaded.对数学的厌恶是世界各地课堂上最常见、也最难消除的抱怨之一，越南也不例外。本文将先探讨这种厌恶情绪背后的主要原因，再提出具体方法，帮助年轻学习者真正喜欢上这门学科，而不是对它心生畏惧。
The most fundamental reason many students turn against mathematics is the way it is taught: as an abstract, rule-bound exercise disconnected from everyday life. Concepts such as quadratic equations or trigonometric ratios are frequently drilled through repetitive practice sheets aimed squarely at high-stakes examinations like the THPT Quốc Gia, with little effort made to show why these tools matter outside the exam room. This exam-driven culture is reinforced by the widespread practice of private tutoring, where students spend evenings and weekends working through near-identical problem sets at học thêm centres, reinforcing the impression that mathematics is a set of procedures to be memorised rather than a way of thinking. Under this pressure, curiosity gives way to anxiety, and many students come to view the subject as an obstacle to be cleared rather than a skill worth mastering.许多学生对数学产生反感，最根本的原因在于它的教学方式：一种脱离日常生活、抽象且循规蹈矩的练习。像二次方程或三角函数比值这样的概念，往往通过大量针对THPT Quốc Gia（越南高中毕业考）等高利害考试的重复习题来灌输，却很少说明这些工具在考场之外究竟有什么用处。这种以应试为导向的文化，又因普遍存在的校外补习（học thêm）而进一步强化——学生们晚上和周末都在补习班里做着几乎一模一样的题目，这更加深了「数学是一套需要死记硬背的程序，而非一种思维方式」的印象。在这种压力下，好奇心让位于焦虑，许多学生渐渐把数学看作一道必须跨过的障碍，而非一项值得掌握的技能。
Reversing this trend requires teachers to make mathematics visibly useful and, where possible, enjoyable to explore. Rather than opening a lesson with a formula on the board, teachers could set problems drawn from situations students already care about: working out the best-value option when shopping online, calculating interest on a savings account, or using percentages to track a class fundraising campaign. One lower-secondary school in Ho Chi Minh City, for instance, had students build a simple spreadsheet to manage their charity drive, applying ratios and percentages to real donation figures; the exercise turned an abstract topic into a tool that produced a visible, satisfying result. Game-based activities and group problem-solving can achieve a similar effect, replacing passive memorisation with active discovery. When students see mathematics solving a problem they actually have, its relevance no longer needs to be argued for — it becomes self-evident.要扭转这一趋势，教师需要让数学变得显而易见地有用，并尽可能让探索的过程变得有趣。与其一上课就在黑板上写下公式，教师不如设计一些贴近学生真实关心的情境的问题：比如在网上购物时如何计算出最划算的选择、如何计算储蓄账户的利息，或者用百分比来追踪班级募捐活动的进展。例如，胡志明市一所初中曾让学生用简单的电子表格来管理班级的慈善募捐活动，将比例和百分比应用到真实的捐款数字上；这项练习把一个抽象的主题变成了能产生看得见、令人有成就感的结果的工具。以游戏为基础的活动和小组解题同样能达到类似效果，用主动探索取代被动的死记硬背。当学生看到数学切实解决了他们真正面临的问题时，这门学科的意义便不再需要被反复强调——它自会不言而喻。
In conclusion, the widespread dislike of mathematics stems largely from an abstract, exam-focused style of teaching that obscures the subject's real-world value. By redesigning lessons around practical, relatable applications and reducing the emphasis on rote drilling, educators can help students rediscover mathematics as a genuinely useful and even enjoyable skill.总之，学生对数学的普遍厌恶，很大程度上源于一种抽象、以应试为中心的教学方式，掩盖了这门学科在现实生活中的价值。通过围绕实用、贴近生活的应用来重新设计课程，并减少对机械操练的依赖，教育工作者可以帮助学生重新发现数学是一项真正有用、甚至令人愉悦的技能。
搭配词汇
考官点评
- TR“This essay will explore the main reasons behind this aversion before suggesting concrete ways to help young learners find the subject engaging rather than dreaded.” — States a clear thesis in the introduction, previewing both the analytical and solution-focused parts of the essay.在引言中明确提出论点，预告了文章将包含原因分析和解决方案两部分。
- LR“an abstract, rule-bound exercise disconnected from everyday life” — Precise, topic-specific vocabulary that captures the core problem in a compact phrase.精准且专业的词汇，用简洁的短语概括了问题的核心。
- GRA“Under this pressure, curiosity gives way to anxiety, and many students come to view the subject as an obstacle to be cleared rather than a skill worth mastering.” — A compound sentence with a parallel 'X rather than Y' structure demonstrates controlled, varied syntax.复合句配合平行结构 'X rather than Y'，展现出可控且富于变化的句法。
- CC“Reversing this trend requires teachers to make mathematics visibly useful” — The topic sentence pivots clearly from the problem paragraph to the solution paragraph, maintaining logical flow.该主题句清晰地从问题段落过渡到解决方案段落，保持了逻辑上的连贯。
- LR“turned an abstract topic into a tool that produced a visible, satisfying result” — Idiomatic phrasing that vividly conveys the practical payoff of the teaching example just given.地道的表达生动传达了前述教学案例带来的实际成效。