Pedagogical Strategies for the Teaching of Mathematics in Nigerian Primary Schools for Scientific and Technological Development
PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN PRIMARY SCHOOLS FOR SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT
BY
AJILEYE, Adewole Mukaila Department of Mathematics
Osun State College of Education, Ilesa
E-mail: ajileye4ever@yahoo.com
Abstract
For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance of pupils in mathematics has been attributed among other things to inadequate knowledge of subject matter content by teachers and poor instructional techniques. This paper highlighted the basic principles for effective teaching and learning of mathematics in primary school which is a fundamental stage of child education. It is hoped that if the enumerated procedures are properly followed, pupils will find learning of mathematical concepts more interesting and attractive.
INTRODUCTION On the 30th September, 1999, Nigeria government launched the Universal Basic Education (UBE). One of its aims and objectives is to ensure the acquisition of the appropriate levels of literacy, numeracy, manipulative and life skills, need for laying the foundation for lifelong learning (FRN, 2004). In order to achieve this laudable objective, there is need for effective teaching and learning of Mathematics which is one of the core subjects in both Primary and Secondary schools. Mathematics as a discipline has great input in the scientific and technological development of any Nation.
Adetunji (2003) emphasized that Mathematics is a great heritage of human cultures and civilizations. A nation that is eager to develop needs the services of economists, technicians, engineers, technologists, environmentalists and so on. All these must be well trained in Mathematics. The primary school is a very crucial and sensitive period in the life of the child. Children at this level are entering the concrete operational stage of Piaget, a stage at which children could learn
BY
AJILEYE, Adewole Mukaila Department of Mathematics
Osun State College of Education, Ilesa
E-mail: ajileye4ever@yahoo.com
Abstract
For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance of pupils in mathematics has been attributed among other things to inadequate knowledge of subject matter content by teachers and poor instructional techniques. This paper highlighted the basic principles for effective teaching and learning of mathematics in primary school which is a fundamental stage of child education. It is hoped that if the enumerated procedures are properly followed, pupils will find learning of mathematical concepts more interesting and attractive.
INTRODUCTION On the 30th September, 1999, Nigeria government launched the Universal Basic Education (UBE). One of its aims and objectives is to ensure the acquisition of the appropriate levels of literacy, numeracy, manipulative and life skills, need for laying the foundation for lifelong learning (FRN, 2004). In order to achieve this laudable objective, there is need for effective teaching and learning of Mathematics which is one of the core subjects in both Primary and Secondary schools. Mathematics as a discipline has great input in the scientific and technological development of any Nation.
Adetunji (2003) emphasized that Mathematics is a great heritage of human cultures and civilizations. A nation that is eager to develop needs the services of economists, technicians, engineers, technologists, environmentalists and so on. All these must be well trained in Mathematics. The primary school is a very crucial and sensitive period in the life of the child. Children at this level are entering the concrete operational stage of Piaget, a stage at which children could learn
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