This article is related to the fallacy regarding learning mathematics in the current situation of school-level education. The article aims to dig out the meaning of learning mathematics, misconceptions, problems, and the particular ways of making mathematics learning fun in basic level school mathematics. The study is mainly based on the critical review of different related literature. Also, the in-depth interview with the basic level school teachers regarding the problem in learning mathematics, misconceptions about learning mathematics, and the approaches used to make mathematics learning effective and interesting were used to make the result more appropriate. Thus, the study utilized the systematic-descriptive approach combining the result of the different kinds of related literature and the concerned teachers' views and their experiences about mathematics learning problems, misconceptions, and ways to make mathematics learning enjoyable. This article presents the prevailing context of mathematics learning, major misconceptions about mathematics learning, problems of mathematics learning, and ways to make mathematics learning fun. It ascertains the major mathematics learning problems based on three aspects curriculum, teachers, and the students. Also, it helps to deal with misconceptions about learning mathematics by utilizing the most effective intervention techniques.

In analytical geometry an asymptote of a curve is a line such that the distance between the curve and the line approaches zero as one or both of the x or y coordinates tend to infinity. Some source includes the requirements that the curve may not cross the line infinitely often but this is unusual for modern definition. In some content such as algebraic geometry an asymptote is defined as a line which is tangent to a curve at infinity. In some case a curve may have a branch or branches extending beyond the finite region. In this case of p be a point on such a branch of the curve, having its coordinates (x,y) and if P moves along the curve, so that at least one of x and y tend to + ∞ and to -∞, then P is said to tend to infinites and this we denote by P → ∞

By the maximum values of a function f (x) in calculus, we do not necessarily mean the absolutely greatest value attainable by the function. A function f (x) is said to be maximum for a value c of x, provided f (c) is greater than every other value assumed by f (x) in the immediate neighbourhood of x = c. Similarly a minimum value of f (x) is defined to be the value which is less than other values in the immediate neighbourhood.

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