Investigation of Mathematics Teachers Conceptualisation of the Spiritual, Moral, Social and Cultural Role of Mathematics

Abstract

The study sought to investigate mathematics teachers’ conceptualization of the spiritual, moral social and cultural (SMSC) role of mathematics in Ankpa Education Zone of Kogi State. It used a purposive sample of all the 82 mathematics teachers in the zone comprising of 64 male and 18 female. The instrument used for the study was SMSC Role of Mathematics Questionnaire (SMSCRMQ) constructed by the researchers on a 4-point Likert scale. SMSCRMQ was face-validated by two experienced mathematics teachers at Kogi State College of Education, Ankpa. The instrument was subjected to reliability test using the split-half method and Spearman Brown Prophecy formula and the internal consistency was found to be 0.86. Using two research assistants, the instrument was administered on the 82 mathematics teachers in the zone and 100% return was achieved. Data collected was analysed using the mean for the research questions and chi-square for the hypotheses tested at 5% level of significance. Among other findings are: (i) majority of the mathematics teachers do not have full grasp of the SMSC role of mathematics, (ii) the poor rating of the teachers in SMSC role of mathematics has nothing to do with their qualifications. Based on the findings, some recommendations were made to popularize the SMSC role of mathematics in schools, among which is that agencies responsible for teacher production should include the roles of mathematics, especially the SMSC roles in the curriculum.

Keywords: Mathematics, spiritual, moral, social cultural