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PROBLEMS OF TEACHING AND LEARNING MATHEMATICAL CONSTRUCTION IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

Background of the Study

Ajayi (2006) define mathematics as the science that draws necessary conclusions and also the manipulation of the meaningless symbols of a first order language according to explicit, syntactical rules.

Advanced mathematics is widely used, but often in an unseen and unadvertised way. Also, teacher can be blame as a result of their attitude to work which will affect the academic performance of students. Adeogun (2011).

Adesina (2000), also reveals that teachers are the primary indicator and determinant of the quality of education. Thus, the ability to teach effectively depends on the knowledge of teachers and knowledge that exists in many forms. He also assert That teacher must thoroughly understand the content of what they teach. Teachers who master the material will pass a language more clearly and provide better explanations than those with weaker backgrounds. Perspective of students to teachers in this mastery of the material have a significant influence on students academic performance.

Ehindero and Ajibade (2000) asserts that students are stakeholders in education, and has been suspected and speculated about some of their teachers do not have the necessary professionals qualifications. In a sense, skills, techniques, strategies are needed to convey concepts, ideas, principles are a means to facilitate effective learning.

Obanyan (2000) says that teacher are considered instrumental to translate content standards into the subject matter in the classroom. The teacher remain a constant factor in the successful implementation of educational programs.

Ajayi(2006) finds that the classroom teacher is one of the major determinants of students achievement, training is most important as a determinant of students academic performance.

On the contrary, Husen (2000) reports that increased in-service is accompanied by low achievement levels by students especially where the training is assumed to be for only teachers of low scoring students.

Thomas (2005) said mathematics is the fundamentals root on which science is based.  Unfortunately, students in our secondary schools and the teacher teaching them have negative attitude towards Mathematics regardless of its importance in making it as far as science and technology.

Also he said it is very important to look into teachers characteristics in student’s performance in Mathematics.  Mathematics as a compulsory subject in the secondary school record poor performance of students.

Teo (2000) said mathematics is regarded as the key to all science and technology subject. Without a good foundation in Mathematics student would not be able to do well in science and technology.  It is very important to note that boys and girls in secondary school usually run away from Mathematics classes without any regard for its being a compulsory subject.

Obi (2000) notes that for the effective teaching of mathematics, the teacher must be well equipped with the idea of what he or she is going to teach in the classroom.  Appropriate method of teaching is also required while supporting the fact that it is necessary to be knowledgeable about a particular concept, it is also necessary to know how to impact the knowledge adequately.  The teacher must know the best techniques and method of presenting his/her ideas to his or her pupils, bearing in mind their interest, needs and individual differences.

Kolawole (2005) States that creative teaching requires new materials and thoughtful activities such as learning skill, procedures analysis of problem and application of generalization. Therefore, a good teacher must have a sound knowledge of the contents, method and above all good attitudes to work.  Based on the general belief that mathematics is regarded as the foundation of all science subjects there is need to handle its teaching effectively.  Kolawole (2005) further observed that falling standing in performance of pupils in mathematics in the secondary school could attribute to the teacher’s characteristics toward its effectively teaching.

A number of factors have been identified to be responsible for these poor performances in science from the various studies conducted in Nigeria. These include the lack of motivation for most teachers, poor infrastructural facilities, inadequate textual materials, attitude of students to learning, lack of teaching skills and competence by science teachers, and lack of opportunities for professional development for science teachers (Braimoh & Okedeyi, 2001; Folaranmi, 2002; Okebukola, 1997; Olaleye, 2002; Olanrewaju, 1994). Other studies mentioned that poor classroom organisation, lack of management techniques and poorly co-ordinated student activities also reduced the quality of science teaching and learning (Akale & Nwankwonta, 1996).

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Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

NAME:                       TITUS AYANI SOLA


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ACCOUNT TYPE:       SAVINGS

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Updated: 20th June 2017 — 11:24 am

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