Teachers’ Level of Understanding the Language of Mathematics as a Determinant of Students’ Achievement in Mathematics in Nigeria

Abstract

The study examined the teachers’ level of understanding the language of Mathematics as a determinant of students’ achievement in Mathematics in Nigeria. Participants included 50 teaching teachers and 1500 students in Ekiti State, Nigeria, who answered questions on teachers’ level of understanding of Mathematical terms in  the daily use and applications, The data collected were analyzed descriptively using percentages, means and standard deviations. Hypotheses were analyzed using chi-square and t- test.  The outcome pointed out the connection between teachers’ level of understanding and competencies displayed during lessons, relationship between teachers’ level of understanding and students’ achievement in Mathematics among others. The study shed light on the extent to which qualification, experience and sex have relationship on teachers cogent interpretation and understanding of the Mathematical terms as determinant of  students’ achievement in Mathematics. It was suggested that secondary school teachers should learn to understand Mathematical language in order to use it correctly in the classroom

Keyword: Register, Environment, Comprehend, Concept, Mathematics, Language