Mathematics as a Tool for Re-Branding Nigeria: Implications of Difficulties in the Teaching and Learning of Mathematics by In-Experienced Teachers in Universal Basic Education

Abstract

Mathematics education is the pivot of all sciences. Achievement of Nigeria’s vision 20,2020 therefore is based principally on the successful attainment of the objectives of mathematics education at all levels. The removal of all impediments or problem areas in the achievement of the goals of mathematics education has become imperative at all levels of education so as to maintain the enviable position of mathematics in nation building.The Curriculum Development Centre (CDC) Chief Examiner’s report  about the very poor performances of students in mathematics in JSSCE in Uzo-Uwani LGA of Nsukka Education Zone of Enugu State gave rise to the Curriculum Development Centre (CDC) workshop of 1995. This research work was  therefore conducted at Uzo-Uwani LGA, an educationally disadvantaged area in Nsukka education  zone to discover whether the causes of poor performances in mathematics as discussed in 1995 by CDC are still in existence or not. There was no random sampling exercise since all the 13 (thirteen) post basic and 16 (sixteen) basic schools in LGA were used in the study. A total of 6 (six) research question and 2 (two) hypotheses guided the study. Findings made are that all areas of difficulties identified by the CDC in 1995 are still in existence. Insufficiency of qualified mathematics teachers, lack of instructional materials, difficulties in the teaching and learning of number and numeration, addition, subtraction, simple equations etc. and difficulties in the teaching and learning of geometry, trigonometry are still there. Recommendations made are include that qualified teachers should be recruited for basic and post basic levels of education, further training through workshops, seminars and sandwich degree programmes be made available for the teachers  at that level of education to help remove these bottlenecks.