The Theory of Education

Topics: Education, School, Teacher Pages: 19 (5416 words) Published: May 30, 2014
Osokoya (2003) ,defines Education as a continuous process which the society establishes to assist its members to understand the heritage of the past and to participate productively in the future. It is the leading out of the in-born powers and potentialities of the individuals in the society and the acquisition of skills, aptitudes, and competencies necessary for self-realisation and for coping with life’s problem.

For Afe (2000), Education is considered as a tool to be used for the integration of the individual into the society to achieve self-realisation, develop national consciousness, promote unity, and strive for social, economic, political, scientific, cultural and technological progress.

Education in science and mathematics therefore becomes bedrock and indispensable tools for scientific, technological and economic advancement in any nation. It gives the nation the capacity to apply technology for the exploitation of the resources of nature. Such exploitation will depend greatly on mathematics for laying the foundation for political, governmental, military, civil, scientific, technological advancement, economic development, socio-cultural and environmental peace.

There are number of questions which need to be answered at this stage. What then is Mathematics? Why should everybody learn Mathematics? What is the importance of this subject in life and in school curriculum? What shall be the advantage of devoting so much effort, time, and money to the teaching of Mathematics?

Shapiro (2000) defines Mathematics as the study of qualitative relations; put simply, it is the science of structure, order, numbers, space and relationships about counting, measuring and describing of shapes and objects. It qualifies in its own right as a science but it is often regarded as a language of and a link between all the sciences.

Soyemi (1999) Mathematics is a body of knowledge that opens up the mind to logical reasoning, analytical thinking and the ability for creative thinking, deep focusing and clarity of thought and precision. It is the hub on which all scientific and technological studies find their bearings. In pure sciences it is the basis and language of study, in applied sciences and technology it is an indispensible tool of analysis, with the social sciences it is a scaffold and for the Arts the light that gives consistently and completeness to its study.

Osafehinti (1990) observes that the learning of mathematics in schools represent first, a basic preparation for adult life and secondly a gateway to a vast array of career choices. And from the societal perspective, competence in mathematics is essential for the preparation of an informed citizenry and for continuous production of highly skilled personnel required for industry, technology and science. The progress of any nation depends upon her scientific and technological advancement which can only be built on a sound mathematical education capable of making the citizens effectively functional in the natural and applied sciences. The study of Mathematics therefore will go a long way to “equip students to live effectively in our modern age of science and technology” (NPE 2004).

Fakuade (1977) sums up this assertion; for the purposes of economic survival, the ordinary citizen needs to be able to compare and estimate values of articles, determine prices of foodstuffs, reckon distances and time, weigh evidence and be able to sift substances from chaffs. Thus in the complexity of the modern society everyman requires a certain amount of competence in basic mathematics for purposes of handling money, prosecuting daily businesses, interpreting mathematical graphs and charts and thinking logically.

In concluding this section therefore, Mathematics Education must contribute towards the acquirement of these values: knowledge and skills, intellectual habits and power, desirable attitudes and ideals that are indispensable tools for a successful...
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