Pedagogical Strategies for the Teaching of Mathematics in Nigerian Primary Schools for Scientific and Technological Development

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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.
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The teacher may acquire mastery of the contents but lack skills in the appropriate methods. This may affect the students understanding of the subjects. There are many approaches to teaching of mathematics. These include: * Problem solving * Discovery Approach * Expository * Laboratory * Questioning skills * Individualization group work * Demonstration, etc. (Johnson & Rising, 1972)
All these methods are good but no teaching method could be regarded as superior to the other. In application, combination of these methods will be desirable. It all depends on the content, objectives and the nature of the learners.
BASIC PRINCIPLES OF EFFECTIVE TEACHING OF MATHEMATICS 1. Basic stages of teaching and learning
Fakuade (1981) identifed three significant stages of learning topics in mathematics. These are: * Concrete materials and demonstration of real life situation stage * Semi-concrete or pictorial studies stage * Abstraction stage Pupils in the primary schools have the age ranges between 5 and 12. This is the age period that coincides approximately with the Piaget’s concrete operational stage. This is a transitional stage between the pre-operational period (a period when the child cannot yet perform any serious operation, a period of intuition when the child’s reasoning is not yet quite logical) and the formal operational stage (a period when the child thought process

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