The Problems Associated With Teaching and Learning of Mathematics: (a Case Study of Ovia North East Local Government Area of Edo State)
CHAPTER ONE
Purpose of the study
The main purpose of this study is to find out the problems of teaching and learning of mathematics in Nigerian schools by considering;
- The qualities of teachers teaching mathematics in Nigeria schools.
- Availability of adequate teaching aids to teach mathematics effectively.
- How environmental influence affect the performance of student in learning mathematics.
- How students perceive mathematics as a subject.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Wherever a person belongs in a society, he utilizes knowledge of mathematics in one form or the other. Not to speak of a president of a nation, an engineer a businessman, an industrialist, a banker and a financer or a finance minister; a planner or a boss in a parastatal even a labourer has to calculate his wages, make purchases from the market and adjust the expenditure to his income. Whosoever earns and spends uses mathematics. Counting, notation, addition, subtraction, multiplication, division, weighing, measuring, selling, buying and many more are simple and fundamental processes of mathematics which require immense practice. The knowledge and skills in these processes can be provided in an effective and systematic manner only by teaching mathematics in schools. Despite it’s utility, mathematics has been one of the subjects which Nigerian students especially in secondary schools level develop dislike for and likewise perform poorly. The re-branding process in Nigeria which was launched by the former president Umaru Musa Yar’adua on March 17, 2008 was directed towards positive perception of Nigeria at home and abroad. At the launching, the president described the “Re-brand Nigeria Campaign” as a re-awakening call on every Nigerian irrespective of tribe or religion. To develop scientifically, technologically, economically, politically depends on the manpower the country has acquired.
This man power includes the mathematics teachers, engineers, medical doctors, technologist and others. In order to produce future scientist and technologists in quality and quantity that are self-reliant, the knowledge of mathematics is paramount.
The theories in the teaching of mathematics
The intention of this research is to provide an overview of theories of learning suggested by theories in relation to the learning of mathematics. Theories help teachers to conceptualize learning communication, promote interpersonal relationships between teachers and the students, it helps the teachers to implement professional ethics and exert an impact on how teachers regard themselves. Learning is also explained as a process that involves the emotional, cognitive and environmental influences and experiences for gaining, enhancing or making changes in a person’s values, skills, and knowledge and world views.
Learning theories have two main values; they provide us with vocabulary and a conceptual framework to interpret the examples of learning that we observe, on the other hand, they also suggest where to look for solutions to practical problems. Theories direct attention to the variables that are important in finding solutions, but do not themselves give the answers. Learning theories fall into three main categories, namely behaviorism, cognitive theories and constructivism.
Behaviorism concentrates only on the objectively observable aspects of the learning process, while cognitive theories go beyond that to explain brain based learning and constructivism regards learning as a process in which the child builds new ideas and concepts actively.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely
-Primary source and secondary source
primary source: These are materials of statistical investigation, which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary data: These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study is the problems associated with the teaching and learning of mathematics in Ovia North East LGA of Edo state.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the problems associated with teaching and learning of mathematics.
Summary
it is clear that the Mathematics teachers indicated that they have the knowledge, experience and skills to teach Mathematics. However, changes in the teaching environment can affect the teaching and learning process. If the implementation of the curriculum is not well planned, it can make it difficult for teachers to teach effectively and efficiently. It is very important for teachers to be involved in the whole process of curriculum change, from the planning/designing phase to the implementation phase. Teachers should provide feedback to the Ministry of Education on the challenges they are experiencing in the implementation of the curriculum to ensure that the necessary improvements are made.
Conclusion
Teaching and learning of mathematics for life skills and self reliance implies making the learners see mathematics beyond the classroom boundaries. It means that learners must be brought to the real world of issues and relate the mathematics they learned to the realities of life. The essence of teaching and learning mathematics for self-reliance is to promote responsible citizens as a sure way in the re-branding process.
Recommendation
Haven successfully completed the study, the following recommendations were put forward by the researcher:
A platform should be created by the National Institute for Educational Development (NIED) where policy-makers and Mathematics teachers will both be involved in the decision-making process of new policies
Mathematics teachers should endeavor to relate mathematics concepts to real life situations.
Government should employ more mathematics teachers and supply adequate instructional materials and equip mathematics laboratory for effective teaching and learning of mathematics in Nigerian secondary schools.
Mathematics curriculum planners should ensure that, there is proper integration of the curriculum in all secondary schools in Nigeria
Mathematics Advisory teachers with support from the Ministry of Education should prepare teachers for any change in the curriculum through in-service and workshop trainings for the effective teaching of Mathematics
Reference
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