- Okafor, Chinyere F., and Uche S. Anaduaka. "Nigerian School Children and Mathematics Phobia: How the Mathematics Teacher Can Help." American Journal of Educational Research 1.7 (2013): 247-251.
Abstract
This paper considered the
importance of mathematics and why it is of utmost necessity that all
Nigerian children acquire mathematical knowledge. It noted with dismay
the general negative students’ attitude towards the subject and their
consequent poor performance in it especially in the West African Senior
School Certificate Examination (WASSCE). It then looked at the
attributes of a mathematics teacher that can bring about a change in the
teaching and learning of mathematics and in the attitude of students
towards the subject. It finally considered best practices for
mathematics instruction, such practices that can stimulate and sustain
students’ interest in mathematics learning.
1. Introduction
Mathematics is a
compulsory subject offered in Nigerian primary and secondary schools and
is taught daily in all the schools or at least four times in a week.
The first national mathematics curricula for primary and secondary
schools used in the country were developed in1979. There was, however, a
revision of the secondary curriculum in 1986 to make provision for the
6-3-3-4 (6 years of primary, 3 years of junior secondary, 3 years of
senior secondary, 4 years of tertiary) system of education introduced in
the country at that time as against the 6-5-4(6 years of primary, 5
years of secondary and 4 years of tertiary) system that was in existence
before then. However, the Universal Basic Education (UBE) programme has
been launched as a replacement of the 6-3-3-4 system in the country.
The programme consists of a 9-3-4 system and involves 6 years of primary
school and 3 years of junior secondary school culminating in 9 years of
uninterrupted schooling. The introduction of the Universal Basic
Education (UBE) was a move by the Nigerian Government to strive to
attain the Millennium Development Goals and achieve the critical targets
of the National Economic Empowerment and Development Strategies (NEEDS)
which include value orientation, poverty eradication, job creation,
wealth generation and empowering the citizens through education. UBE was
launched in the country in 1999.
It therefore became necessary that the existing curricula for primary
and junior secondary school be reviewed and updated to fit into the
9-year Basic Education Programme. Hence a New National Mathematics
Curriculum for Basic Education in Nigeria emerged in 2007. Issues that
relate to value orientation, peace and dialogue, human rights education,
population and family life education, drug abuse, environmental
degradation, entrepreneurial and ICT skills as well as HIV/AIDS
education were then infused into the relevant contents of the curriculum
to make it responsive to the needs of the Nigerian Child and the
developmental needs of the country. Also included were quantitative
reasoning problems as well as topics like transactions in the home and
offices, computer applications, use of measures of central tendency to
analyze information on drug abuse, HIV/AIDS and to show the importance
of voting.
The Tables below present the common core of the curricula and the associated grade placements.
THE SENIOR SECONDARY MATHEMATICS CURRICULUM. Main Concepts and their placements
Each year presents each concept at a different level.
However, majority of Nigerian school children generally dread
mathematics. Most of them consider it difficult, complex and abstract .
Worse still, many students do not immediately see the use or
applicability of the subject to their lives and to the world of work and
so wonder why they should be troubled with the study of the subject.
Except as a requirement for admission into institutions of higher
learning, most students do not see any other need for mathematics
learning.
Unfortunately too, some teachers of mathematics are either not
convinced themselves, or do not consider it needful to let students know
the benefits that could be derived from the study of mathematics beyond
being a necessity for entry into colleges, polytechnics and
universities. Unless students are exposed to the many uses of
mathematics and of mathematical knowledge, they may never come close to
realizing it. Considering that most people (students inclusive) find it
difficult to give time and attention to anything they have not seen the
value that would be derived from it, some students may only be paying
lip service to the study of mathematics if teachers do not make known to
them the importance of mathematical knowledge. Their focus would then
be on acquiring a good grade in the subject at the end of their
secondary school career whether by fair or foul means. The implication
of this is that examination malpractice would be on the increase and a
greater majority of the students would always fail the subject each year
and so end up forfeiting the pursuit of many careers that would have
benefitted them and the country better. More importantly, they would
also be losing out in acquiring the basic knowledge, skills and habits
that effective mathematics learning is expected to equip students with
so that they can live a more meaningful and productive life in the
society.
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