Students Teachers Conception of Mathematics
Chapter One
OBJECTIVE OF THE STUDY
- To determine the nature of mathematics Education.
- To determine Students’ and Teachers conception OF Mathematics.
CHAPTER TWO
Literature Review
Introduction
In order to carefully review the work done by many authorised researchers on this subject matter, this chapter reviewed the literature relevant to this study. This was done under the following sub- heading as they relate to the interest of students in mathematics which includes:
- Mathematics concept and importance
- Methods of teaching mathematics
- Interest and performance in mathematics
- Strategies for increasing interest
- Role of teacher in teaching and learning of mathematics
- In structural materials for teaching and learning of mathematics
Mathematics, concept and importance
Science is the collection of separate disciplines such as physics, chemistry and mathematics: Strakes and Easely (1978).
Abajana (2004) defined science as the systematized body of factual and organized knowledge about nature that can be pored through experimentation, that one discovers these facts through investigating involving processes like measuring, analysing, synthesizing and processing.
Based on the concept of science above, mathematics stands to be a core discipline in the natural sciences since mathematics deals with the logical reasoning and quantitative calculation (Gouba, 2008). He defined mathematics as the science of structure, order and relation that has evolved from counting measuring and describing the shape of objects.
Also mathematics is the study of quantity, structure, space and change. It is developed through the calculation, measurement and study of the shapes (Princeton edu/per/mebwin).
Mathematics seeks out patterns, formulate new conjectures and establish truth by rigorous deduction from appropriate chosen anxiety and distributions (Blurtite.com).
Through the use of abstraction and logical reasoning, mathematics evolved from counting, calculation, measurement and the systematic study of the shape and motions of physical objects. Practical mathematics has been a human activity for as far as written records exists. Rigorous arrangement first appeared in Greek mathematics most notably in Eudid’s element mathematics continued to develop, for example, in China in 300BC;
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, we would describe how the study was carried out.
Research design
Research design is a detailed outline of how an investigation took place. It entails how data is collected, the data collection tools used and the mode of analyzing data collected (Cooper & Schindler (2006). This study used a descriptive research design. Gill and Johnson (2002) state that a descriptive design looks at particular characteristics of a specific population of subjects, at a particular point in time or at different times for comparative purposes. The choice of a survey design for this study was deemed appropriate as Mugenda and Mugenda (2003) attest that it enables the researcher to determine the nature of prevailing conditions without manipulating the subjects.
Further, the survey method was useful in describing the characteristics of a large population and no other method of observation can provide this general capability. On the other hand, since the time duration to complete the research project was limited, the survey method was a cost effective way to gather information from a large group of people within a short time. The survey design made feasible very large samples and thus making the results statistically significant even when analyzing multiple variables. It allowed for many questions to be asked about a given topic giving considerable flexibility to the analysis. Usually, high reliability is easy to obtain by presenting all subjects with a standardized stimulus; observer subjectivity is greatly eliminated. Cooper and Schindler (2006) assert that the results of a survey can be easily generalized to the entire population..
Research settings
This study was carried out in GSS Lugbe in AMAC of Abuja Nigeria.
Sources of Data
The data for this study were generated from two main sources; Primary sources and secondary sources. The primary sources include questionnaire, interviews and observation. The secondary sources include journals, bulletins, textbooks and the internet.
Population of the study
A study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description (Prince Udoyen: 2019). The population of the study were all teachers in Government Secondary School Lugbe, AMAC education zone, Abuja.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of One hundred and twenty (120) questionnaires were administered to respondents of which 100 were returned. The analysis of this study is based on the number returned.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
CONCLUSION
In this study, our focus was to carryout a critical analysis on students teachers conception of mathematics. The study specifically was aimed at ascertaining the Students-Teachers Conception Of Mathematics.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 120 responses were validated from the enrolled participants where all respondent are all students and teachers in GSS lugbe Abuja.
The findings revealed that teachers conception of mathematics is positive. The findings also revealed students conception of mathematics is negative.
Recommendations
Based on the findings, the following are recommended for implementation.
- The teachers, parents, authorities of schools and the government should note that the child’s interest is of primary importance, they should therefore advice, inform, encourage and motivate the students to study mathematics.
- Government should provide more instructional materials at secondary schools so as to facilitate the teaching of mathematics.
- Students at high levels studying mathematics should be awarded scholarships so as to motivate students to study mathematics.
- Government should make it a policy that only trained mathematics teachers with a minimum qualification of B.Sc Ed certificates in mathematics should teach mathematics in the secondary school level.
- Government should liaise with professional bodies to organize workshops for mathematics teachers so as to be on the alert of the latest development in mathematics at the secondary school levels.
- Parents should monitor their children’s progress. They should buy textbooks and other learning materials that are relevant to their studies.
- In service training should be organized at all levels which will equip teachers with modern methods/techniques in teaching mathematics.
- Government in their ways should take necessary steps in tackling the problems encountered during the teaching and learning of mathematics as a general course or subject e.g. lack of qualified teachers, poor payment of teachers, lack of instructional materials etc.
REFERENCES
- Abimbade, A. (1995). Mathematics Method 2. Ibadan: University of Ibadan Press.
- Abimbade, A. (1999). Principles and Practice of Educational Technology. Ibadan; International Publishing Ltd.
- Adedayo, A.O. (2001). The Place of Mathematics in Nigerian Secondary School. Lagos; Magodo Printers.
- Adeniyi, N.C.E. (1988). Mathematics in Schools, Abacus 18(1), 89 – 106.
- Akinsola, M.K. (1994). Comparative Effects of Mastery Learning and Enhanced Mastery Learning Strategies on Students Achievement and Self-Concept in Mathematics. Unpublished Ph.D Thesis, University of Ibadan, Ibadan.
- Akpan, A.A. (1987). Correlates of Mathematical Problem-Solving Ability Among Secondary School Students. Unpublished Ph.D thesis, University of Ibadan, Ibadan.
- Ale, A. (1994). Mathematics Methods In S.C Anih, S. Olaton, C.J.C. Akubuilo, and C. Anadi (Eds). Approaches to creative teaching, Onitsha: Summer Educational Press (pp. 99 – 109).