CHAPTER THREE

PROBLEMS AND PROSPECT OF MATHEMATICS IN NIGERIA

3.1   Objectives

 By the end of this chapter, you should be able to:

i.                    Identify some problems confronting the teaching of mathematics.

ii.                  State some factors that are responsible for students’ poor performance in Mathematics

iii.                Mention some ways of resolving these problems

3.2   Introduction

Mathematics is a subject with numerous aspects. As a language, a certain type of logical structure, a body of information about number and space, a study of patterns, a set of procedures for drawing conclusions, and the essence of our understanding of the physical world, mathematics is seen in several ways. Educators of mathematics asserted, among other things, that no other subject offers a wider range of applications than mathematics (Kankia, 2008). It is the hub around which all other subjects revolve. It is the most important tool for comprehending and investigating our scientific, technical, economic, social, and informational universe. However, it is pitiable and a thing to be lamented about, that this all – important Queen, King and Servant is least desired by the learners. The performance of learners in this all-embracing subject is very poor at all levels. Several reasons have been proffered as the causes of this problem. Pool of studies revealed among others; inadequate qualified teachers, poor quality of instructional technique employed by teachers, and poor students’ attitude to mathematics (Eze, 2008; Bawa & Abubakar 2008).

3.3   Problems of Teaching and Learning of Mathematics

According to Odili (2006), the problem of teaching and learning of mathematics can be broadly categorized into three (3) main issues:

·         Mathematical Issues

·         Pedagogical Issues

·         Psychological Issues

3.3.1   Mathematical Issues

The mathematical issues include content, curriculum integration and understanding issues.

3.3.1.1   Content Issue

According to Adepoju in Odili (2006), the mathematical curriculum is technically perfect in terms of its content and objectives. However, two silent extremes appear in the classroom while teaching Mathematics, the topics is either not finished or rushed. At one extreme are teachers that believe that since the curriculum have been broken into yearly, termly and learning unit plans, topics meant for each week or term must be finished before the term runs out. This leads to rushing their lessons at the expense of understanding. At the other extreme, are teachers who feel that rushing will deter students’ or pupils’ understanding, they therefore, ending up without completing the term or year work. The implication is that the learners may lack the entry behavior required in another lesson or class. To resolve this problem, it is necessary for the classroom teachers to be involved at every stage of curriculum development. Since those teachers have direct contact with learners, their experience in dealing with them over the years will give them the upper hand to suggest the content, scope and time for each subject matter to be included in the curriculum.

3.3.1.2   Curriculum Integration

The problem of mathematics curriculum integration is two-dimensional; the vertical and horizontal (Odili, 2006). The problem of vertical Integration arises when a year’s work was not completed before proceeding to the subsequent year. This will lead to creation of gaps within class level. The current primary and secondary mathematics curricular are sequential and spiral in nature. This means that students ‘understanding of Senior Secondary mathematics is linked and dependent on his/her understanding of both primary and Junior Secondary Mathematics (Kankia, 2008). Another problem is when teachers fail to relate mathematics to other subjects such as Chemistry, Physics, Biology etc. and everyday use of mathematics in work places, business and industry. They are creating a horizontal curriculum integration problem. To resolve this problem, teachers should make sure that they cover the stipulated content in each class beginning from Primary School. 

However, it revealed that Nigerian Primary School is more of a sole teacher, that is a generalist ‘who teaches all subjects in the curriculum’. Zakariyya (2009), suggested, that Primary mathematics content should be included in our National Certificate Education (NCE) programme. It should be noted that any single topic not taught in one class poses a learning problem in the next class.

 

3.3.1.3   Understanding Issue      

According to the National Council of Teachers of Mathematics (NCTM, 2000), current learning perspectives include the following assumptions:

·         Learning is a process of knowledge construction, not knowledge recording or observation;

·         Learning is knowledge-dependent; people use existing knowledge to construct new knowledge; and

·         According to (Odili, 2006), most students in JSS III can solve the equations:

            2x + 3y = 45

            2x + 4y =74

But the same set of students could not solve the same problem when stated in word. This was as a result of students’ inability to relate or see inter-connection of the various processes they know or have learnt in the class. Therefore, teachers should try to have a classroom where mathematical reasoning is encouraged away from a classroom where memorization of procedures is the order of the day. Similarly, they should have a classroom in which conjecturing, inventing and problem solving are integrated in the lesson away from a classroom which emphasizes on mechanistic answer finding.

3.3.2   Pedagogical Issues

The pedagogical issue will be discussed under the following heading; instructional method/procedure, instructional material, classroom organization and teachers.

3.3.2.1Instructional Method/Procedure

Numerous teachers have attempted and continue to teach mathematics using the typical drill and practice method, which emphasizes memorizing of facts and procedural practice on calculation. This standard method should be replaced with methods that enable youngsters to think critically and find things out on their own. The constructivist method to teaching and learning is one of the most prominent approaches to mathematics and science education (Zakariyya, 2008). In constructivist theory, learning is contingent on how each individual learner interprets a given circumstance and derives their own conclusion.

3.3.2.2 Instructional Material

Several research have been conducted to discover the causes of low mathematics ability. Some studies found, among other things, an insufficient supply of certified mathematics teachers, a shortage of instructional tools, and a negative attitude among pupils (Bawa & Bala, 2008). Teaching aids or instructional aides are tangible tools or products designed to enhance the learning process. Through the active participation of the learner, they make the teaching and learning of mathematical concepts and abilities more understandable. Each learner need independent manipulation materials. The demonstrations of the instructor or a single student are insufficient. With the use of manipulative tools, students' interest in mathematics will be stimulated. The Government, voluntary organizations, and the Parent Teacher's Association should develop mathematics laboratories in elementary and secondary schools. Teachers should be encouraged to create their own educational resources for mathematics class.

3.3.2.3 Classroom Organization 

According to NPE (2004), for successful teaching and learning, the teacher-to-student ratio should be 1:35. However, it is a well-known problem that the majority of our elementary and secondary schools, especially those in metropolitan areas, are overcrowded, with an average of 60 to 80 pupils per class.

·         In a small class, students will receive more individualized attention, written assignments, creative activities, and field trips, while the teacher will have more opportunity to monitor each student's progress, assign more problem-solving activities, projects, and essay exams.

·         Smaller classes produce the necessary, but not sufficient, conditions for successful teaching and learning.

However, big class sizes have the consequence of reducing instructors' morale and increasing their stress levels.

3.3.2.4 Teachers

It has been said that "no educational system can surpass the caliber of its instructors." A teacher is an individual who has had recognized professional training in education at an adequate level and is capable of transmitting information, attitude, and skills to the learner. The NPE (2004) provides for the employment of mathematics specialists with a minimum level of National Certificate of Education (NCE). Recent studies (Idehen, 2006, and Kankia, 2008) indicate that there are insufficient instructors for all disciplines in elementary schools, and the majority of the existing teachers are not particularly qualified. The results also indicate that the majority of primary school teachers in Nigeria are generalists who teach all curricular areas rather than specialists (who has an in-depth knowledge in a subject and is professionally trained and competent to teach the subject). In this way, mathematics is the subject most affected in both Primary and Secondary schools. It is claimed that a person cannot provide what he or she lacks.

 

 

The following are potential remedies:

§  NPE (2004), provision for utilization of specialist teachers of mathematics should be implemented;

§  Team teaching should be encouraged in areas where some individual teachers may find it difficult to teach;

§  Mathematics programmes in teacher training institutions should include the content of the Primary School Syllabus;

§  Teacher training institutions should include some new heuristics for teaching mathematics, such as concept mapping and metacognitive strategies.

3.4   Psychological Issues

The following headings will be used to address psychological issues: individual differences and mathematical mindset.

3.4.1   Individual Differences

Different individuals primarily absorb and process information in a variety of ways. Through seeing and hearing, reflecting and acting, logical and intuitive reasoning, analysis and visualization. Cognitive or learning style refers to these distinct methods of acquiring and processing information (Zakariyya, 2009). According to him, learning style consists of three key elements: information processing, instructional preference, and learning method. Information processing is a person's intellectual approach to the processing of information, instructional preference is their preferred learning environment, and learning techniques are the tactics they employ when studying. Individual variations in learning potential and performance can be attributed to mental aptitude, the capacity to reason or think reflectively and to solve issues, according to Odili (2006). This ultimately results in the categorization of pupils or students. Individual differences are an essential component to consider when designing education, given that individuals see and process information differently.

Here are some strategies for accommodating individual differences:

Individually or in small groups, students should do a variety of assignments.

§  Ideally, instructors or teachers should examine the learning styles of their students and design lessons appropriately.

§  Instructors should change their educational strategies in order to assist a variety of students

§  Sorting students into classes according to their abilities.

 

3.4.2   Attitude

Attitude is likely the most unique and significant notion in current psychology; it largely resides in the emotional realm and exerts tremendous control over behavior. According to the traditional model of attitude (Pant, 2009), attitude has cognitive, emotional, and conative components. The cognitive component of a learner's behavior refers to how the learner perceives information about a certain topic (Mathematics). Affective relates to appraisal, feeling, and emotions. The conative indicates purpose or choice. The term attitude has not been fully separated from terms such as trait, opinion, disposition, interest, value, and temperament, and this distinction is likely impossible. A person who identifies a pleasant impact or emotion with a certain psychological item is said to have a favorable attitude toward that object or subject.

According to studies, a negative attitude toward mathematics stems mostly from the connection between students and teachers. Therefore, if instructors have good attitudes toward mathematics, these views may increase their own global self-concept while impacting and benefiting students' mathematics learning. However, those with a bad mathematical outlook are frequently found to have a negative self-image and a sense of inadequacy.

3.5   Summary

We have discussed in this chapter some problems of teaching and learning of mathematics in Nigeria. These includes; content issue, curriculum integration, problem of understanding, issues relating to instructional methods and materials, classroom organization and teachers’ factor. Factors relating to learners such as individual difference and attitude were also discussed. Finally, some ways to resolving some of these problems were suggested.

Student Activity

1.      Lack of qualified teachers, instructional materials and appropriate methods of teaching are recognized as the pedagogical problems facing the Nigerian Mathematics teachers. Discuss.

2.      Outline three (3) implication of large class and suggest three (3) ways of tackling them.

3.      Suggest any three (3) methods you will use to cater for individual differences in your mathematics class.

4.      Mention any three (3) strategies you will use in order to develop positive attitude of your students/pupils in mathematics learning.

 

 

References

Agwagah, U.N. (2005). Teaching mathematics for critical thinking essential skill for effective Living. ABACUS 1, 38-45.

Bawa, M & Abubakar, B. (2008). The effect of using weighting balance approach on JSS students’ performance in the learning of linear equations. ABACUS, 1, 89-98.

Idehen, F.O. (2006). The problem of teacher utilization in the teaching of mathematics in primary school. African Journal of Studies in Education 2, 165-174.

Kankia, A.D. (2008). Effectiveness of cooperative learning approach over lecture method in learning mathematics in over crowed classes in Katsina State Secondary Schools.    ABACUS, 1, 110-118.

Odili, G. A. (2006). Mathematics in Nigeria Secondary Schools. A Teaching Perspective. Anachuna Educational Books. Ikeja, Nigeria

National Policy on Education (NPE 2004). Nigerian Educational Research and Development Council Press, Lagos, Nigeria.

Niger State College of Education (2010). A handbook in mathematics for Tertiary Institutions in

 Nigeria