Project Abstract

ABSTRACT Mathematics is a fundamental subject in the educational curriculum that provides the basis for understanding various scientific and technological concepts. However, the effective teaching and learning of mathematics in junior secondary schools have been confronted with several challenges. This research aims to identify and analyze the problems militating against the effective teaching and learning of mathematics in junior secondary schools. The study utilized a mixed-method research design, incorporating both qualitative and quantitative approaches. Data was collected through questionnaires, interviews, and classroom observations. The participants were mathematics teachers, students, and school administrators from selected junior secondary schools. The findings revealed several key problems affecting the effective teaching and learning of mathematics in junior secondary schools. These include inadequate teacher training and professional development, lack of instructional materials and resources, negative attitudes towards mathematics, overcrowded classrooms, and a curriculum that may not be engaging or relevant to students' lives. Additionally, factors such as teacher-centered teaching methods, poor foundational knowledge among students, and societal perceptions towards mathematics were identified as significant challenges. Furthermore, the research highlighted the impact of these problems on the academic performance and interest of students in mathematics. Students' lack of interest in the subject was attributed to the abstract nature of mathematics, uninspiring teaching methods, and the inability to relate mathematical concepts to real-life situations. Based on the findings, the study recommends several interventions to address the identified challenges. These include providing continuous professional development opportunities for mathematics teachers, equipping classrooms with modern instructional materials, promoting student-centered teaching approaches, revising the mathematics curriculum to make it more relevant and engaging, and fostering a positive attitude towards mathematics among students. In conclusion, addressing the problems militating against the effective teaching and learning of mathematics in junior secondary schools is crucial for improving students' performance and interest in the subject. By implementing the recommended interventions, educators and policymakers can create a conducive learning environment that nurtures students' mathematical abilities and promotes a positive attitude towards the subject.

Project Overview

INTRODUCTION

Background of the study

Mathematics is a pure science that requires intellectual activity in calculation designed to discover information about the world. It is one of the core subject recommended in the national policy on education at both primary and post primary education. This suggests the importance attached to mathematics whose knowledge is required by every member of the society in view of it’s usefulness in day-to-day activities. The general aims of mathematics based on mathematics conference held in Kaduna in 1998, identified the following aims:- (1) To help students develop a belief in the value of mathematics and it’s usefulness to them. (2) To nurture confidence in their own mathematical ability. (3) To foster a sense of personal achievement, and to encourage a continuity and creative interest in mathematics. (4) To develop in student’s skills, concepts, understanding and attitude, which will enable them to cope confidentially with mathematics of everyday life. (5) To develop a variety of approaches to solving problems involving mathematics and to develop the ability to think and reason logically. (6) To assist students to achieve the mathematical and statistical literacy needed in the society, which is technologically oriented and information rich. (7) To provide a foundation for those students who may wish to continue studies in mathematics or other learning areas where mathematical concepts are central. (8) To help to foster and develop mathematical talent in students and finally; (9) To induce or build into students the ability to think creatively, critically, strategically and logically. The achievement of these objectives at the junior secondary school would serve as foundation or preparatory knowledge, especially for those wishing to study engineering, medicine, agriculture, science and technology at institutes of higher learning and in dealing with other science subjects like physic and chemistry in senior secondary school that is why mathematics is made compulsory for every student in junior secondary in Nigeria, this made it an inevitable subject. According to Oxford Advanced Learner’s Dictionary (2000), Mathematics is a science of number and shape, which includes as its main division, geometry, arithmetic, algebra and trigonometry. Mathematics is a science of structures, order and relations that has evolved from elemental practice of counting, measuring and describing the shapes of objects. Encyclopeadia Britannia (1994). Mathematics is the study of measurement, properties and relationship of quantities and sets, using numbers and symbols. American Heritage Dictionary (2000). According to Walfram math world (1995), Mathematics is a board ranging field of study in, which the properties and interaction of idealized objects are examined. Mathematics is the language of the universe Smith (1996). Because our universe is mathematically designed, Umar (1995), conceptualized mathematics as a language, which provides an indispensible means of investigating the nature of things particularly those, which are dealt with in the field of science. He pointed out that every field of science and technology has some substantial mathematical content though of different degrees. In support of the above, Ezeilo (1981), noted that there can be no real technological development without a corresponding development in mathematics both as conceived and at practiced. The teaching of mathematics in junior secondary school exposes students to a mathematical world, and it wonders, thus laying a solid foundation for them. Umoinyang (1997), referred to mathematics as the foundation for science without, which a nation can never be prosperous and economically independent. He further noted that competence in mathematics provides many of the opportunity for career choice and production of highly defined personnel required by industry, technology, science and education. For more than two thousand years, mathematics has been a part of human search for understanding