THE CHALLENGES OF TEACHING AND LEARNING OF MATHEMATICS: (A CASE STUDY OF OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE)

THE CHALLENGES OF TEACHING AND LEARNING OF MATHEMATICS: (A CASE STUDY OF OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE)

Background of the study

        It is a commonly held belief that a strong foundation in mathematics is essential to the socioeconomic, scientific, and political growth of any country. Because of this widespread occurrence, all countries throughout the world have made mathematics a required subject in all aspects of their educational systems (Sokoto & Kalu 2021).

In most cases, a basic comprehension of mathematical ideas develops at an early age. When this opportunity is lost, it gives birth to worry, which might manifest as feelings of tension, apprehension, or dread, all of which interfere with one's ability to do well in mathematics. Some pupils in secondary education experience mathematics anxiety as a result of their tendency to misunderstand the subject's fundamental concepts (Kulbir 2022).

According to Jude (2022), mathematics is the cornerstone for science, and he said that a nation cannot ever be rich and economically independent if it has a strong foundation in mathematics. In addition, he made the point that having a solid grasp of mathematics opens up numerous doors to opportunities for employees in the fields of business, research, and technology as well as education. Taking into account the contributions that mathematics has made to the modern world, one may have anticipated an increase in interest in the subject as a field that is genuinely the language of science and technology. However, it appears that the opposite is the case (Odili 2021).

The results of tests in mathematics are not very good, according to a personal investigation that was carried out. It is ironic that in our pre-scientific and technologically-oriented world, the youths who would have taken charge of global affairs in the future, including the running of industries and the means of production, research laboratories, space technology, and international politics, shy away from the very subject that should have adequately prepared them for such roles as global leaders. These youths are avoiding the subject of global politics. The growing exodus of students from the secondary school concerns us greatly (Sokoto & Kalu 2021).

We are aware of the historical facts that the ancient indigenous societies were ahead of their time when it came to mathematics, and as a result, they achieved significant scientific discoveries. In Nigeria and Edo State in particular, student performance in mathematics in secondary schools has consistently reflected poor performance over the years. This is perhaps something that could be attributed to the various problems associated with the teaching and learning of mathematics in secondary schools (Sokoto & Kalu 2021).

According to Uwadiae (2009), who was cited in punch newspaper, 2009, it was said that seventy seven percent (77 percent) of the candidates who participated in the 2008 West African School Certificate Examination did not receive credit in mathematics. Since mathematics was introduced into the curriculum with proper study, so many problems have been confronting effective teaching and learning of mathematics, such as: i.The attitude of students towards the learning of mathematics. In light of this national challenge, this study sought to find out what could have influenced the problem. Since mathematics was introduced into the curriculum with proper study, so many problems have been confronting effective teaching and learning of mathematics.

ii. The use of non-mathematics specialists or instructors who lack the necessary qualifications to teach mathematics in some Nigerian schools.

iii.The absence of appropriate educational facilities, such as mathematics laboratories, in educational institutions.

iv.An inappropriate approach to the instruction of mathematical concepts.

a. Too many students enrolled in mathematics classes (Kulbir 2022).

The lukewarm attitudes of some mathematics teachers and their ineffectiveness lack mathematical education are examples of the challenges that are related with the teaching and learning of mathematics. In the context in which teaching and learning take place, there has been an observation of a lack of interaction between students and teachers (Kulbir 2022).

The instruction of, as well as the study of mathematics in secondary schools, is of the utmost importance. This is without a doubt due to the fact that mathematics is seen as a yardstick in the growth of any nation.

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