Mathematical Concept of Area; a Tool for Mathematical Quantification and Estimation (Published)
The study seeks to investigate the effect of a good knowledge of mathematical concept of area on the quantification and estimation of tiles in a building construction. To achieve the purpose of this study, one null hypothesis was formulated. An experimental design was adopted for this study. A Sample of ten (10) tillers who attained primary education was collected from a building construction site. This was divided into two groups of five (5) tillers each, the experimental group tillers taught with mathematics concept of area) and the control group (tillers taught area without mathematics concept of area). The instrument for data collection was workers ability on quantification and estimation test (WAQET), with reliability index of 0.87. The hypothesis was tested using the independent t-test analysis at p>O.O5 level of sigi4flcance, the result showed a mean score of (10. 09) of the experimental group which was higher than the mean score of (8.02) for the control group. The analysis reveals that tillers who had a good knowledge of mathematical concept of area were better in quantification and estimation of tiles.
Keywords: Area, Construction, Estimation, Mathematics, Quantification
Correlates of Dyscalculia and Learning Outcome in Mathematics among SSII Students in Obudu, Cross River State-Nigeria (Published)
Dyscalculia brings about different types of learning disorder which affects individuals (students) at various levels of learning. It enables the students, educators and guidance to determine inabilities, phobia, anxiety and develop compensatory mechanism for under developed areas. This paper deals with correlates of dyscalculia and learning outcome in Mathematics among SSII students in Obudu, C.R.S- Nigeria. Types of dyscalculia like; sequential, verbal, practognostic and operational dyscalculia are discussed. Tips on how to reduce dyscalculia are listed in the work. The survey research design was adopted for the study. A sample of 200 students was randomly drawn for the study. Data generated were subjected to statistical analysis using Pearson product moment correlation analysis at 0.05 level of significant. Results obtained show among others that dyscalculia significantly correlates with students learning in mathematics. Based on this it was recommended among others that students should engage in practice, extra-time, graphicalized their work and evaluate their work.
Keywords: Dyscalculia, Education, Learning, Mathematics, Nigeria, Students
Pre-Service Teachers’ Use of Pedagogical Content Knowledge in Teaching and Learning Mathematics at Basic Seven in Akatsi District, Ghana (Published)
The purpose of the study is to explore how pre-service teachers’ use their Pedagogical Content Knowledge (teachers’ knowledge of content and students’ thinking process) to identify and diagnose students’ misconceptions in comparing, adding, multiplying and dividing fractions. Pre-service teachers were expected to identify students’ misconceptions, give reasons of students’ misconceptions, and ask specific questions to diagnose students’ thinking processes that lead to the misconceptions. A total of 72 pre-service teachers teaching Mathematics were purposively selected out of 320 students from the schools of practice. Descriptive survey design was used for the study. Data collected were analyzed using frequencies, percentages and means. The study revealed that about 60% of the pre-service teachers could identify the students’ misconceptions but only 17% of them could articulate the reasons for students’ misconceptions clearly. Also about 58% of the pre-service teachers asked probing questions instead of specific questions to diagnose students’ misconceptions and only about 14% of them asked specific questions. It was concluded that most of the pre-service teachers were able to identify students’ misconception but could not give reasons for the students’ misconceptions. In addition, majority of the pre-service teachers could not ask specific questions to diagnose students’ misconceptions. It was recommended that teacher training institutions integrate pedagogical content knowledge in to the curriculum to equip pre-service teachers with skills that would enable them to analyze students’ thinking processes.
Keywords: Akatsi District, Ghana, Knowledge, Mathematics, Pedagogical Content, Pre-Service, Teaching and Learning
The Understanding of Senior High School Mathematics Teachers of School-Based Assessment and Its Challenges in the Cape Coast Metropolis (Published)
This study focuses on the understanding of mathematics teachers of School-Based Assessment (SBA). It explores the challenges mathematics teachers in the Senior High School face in the management of assessment and ways of improving assessment practices. A total of 110 educators comprising 100 male and 10 female mathematics teachers participated in the study. A questionnaire and an interview schedule were used to collect data for the study and frequencies and percentages were used to analyze the data. Findings revealed that mathematics teachers in Senior High Schools in the Cape Coast Metropolis do not understand SBA guidelines and do not use them so they still practise the old ‘continuous assessment’ scheme which seems to be directing classroom practices. Considering the revelations from the study that majority of the teachers still used dated continuous assessment, it is obvious that they are not abreast with new trends and development relating to assessment practices. In view of this, in-service training in the form of workshops and seminars could greatly contribute to upgrading their skills and introducing them to effective ways of implementing SBA. This is clearly acknowledged in the submissions of majority of the teachers involved in the study. Taking cognizance of the universal nature of the teaching, learning and assessment of mathematics, it is likely that the problems associated with it in the schools in Cape Coast Metropolis would be found elsewhere across the globe. This study therefore seeks to serve as basis for similar studies in different jurisdictions so as to make its finding more encompassing.
Keywords: Mathematics, School-based assessment, Senior High School
Identification of the Mathematics Concepts That Are Relevant in the Study of Chemistry at the Secondary School Level in Nigeria (Published)
This study focused on identification of mathematics concepts that are relevant in chemistry education at the secondary school level. The study is a descriptive research design and the area of the study was Abakaliki education zone of Ebonyi State, Nigeria. The sample comprised of 73 teachers (38 mathematics teachers and 35 chemistry teachers). Questionnaire was the instrument used for data collection. The questionnaire was made up of two sections for mathematics and chemistry teachers. Data collected were analyzed using mean and standard deviation. Based on the findings from the data analysis, recommendations were made and it includes; the chemistry teachers should be exposed to programmes that would enable them to acquire more knowledge on mathematical aspects of chemistry. Training programmes should be organized which will bring the chemistry and mathematics teachers together to share their views on certain concepts in mathematics among others.
Keywords: Chemistry, Concepts, Identification, Mathematics, Relevant
Perceptions of Teachers on the Use of Computers to Teach Mathematical Hyperbolic Graphs at Grades 10 To 12 (Published)
This study explores the perceptions of teachers on the use computers in the teaching and learning of graphs in Mathematics. A comprehensive review of extant literature showed that there are multiple benefits of using computers in the study of Mathematics. This qualitative study involved the soliciting of research data from participating teachers through use of the interview schedule. 9 teachers integrating computers in teaching were purposively selected from the sampled schools owing to their possession of rich information for the treatise. Findings indicated that learners and teachers enjoy using computers in the teaching and learning of Mathematics. The study recommends that the Ministries of Higher Education and Basic Education collaborate to ensure computers are integrated in all possible subjects, to particularly benefit Mathematics as a subject and that teaching Mathematics using computers be an established culture from early grades.
Keywords: Computer, Hyperbolic Graph, Mathematics, Technology
Gender Differences in Guessing Tendencies in Mathematics (Published)
This paper focus mainly on gender differences in guessing tendencies in mathematics. Despite the inherent advantage of essay or free-response questions in terms of ease of construction, elimination of guessing and development of written skills, multiple choice item format is widely used because it leads to the development of objective assessment questions. Expost-facto survey design was used. A sample of 110 students (56 males and 54 females) was drawn through purposive sampling from selected schools in Delta North Senatorial District of Delta State. Final year (SS III) students of 2012/2013 academic session were used for the study. The 50-item objective test items in May/June, 2010 Mathematics administered by the West African Examination Council (WAEC) was the instrument used for the study. The paper concluded that there is no significant difference in the mean guessing score of male and female students in Mathematics.
Keywords: Essay Question, Gender, Guessing Tendencies, Mathematics, Objective Question
TRENDS ANALYSES OF STUDENTS’ MATHEMATICS PERFORMANCE IN WEST AFRICAN SENIOR SECONDARY CERTIFICATE EXAMINATION FROM 2004 TO 2013: IMPLICATION FOR NIGERIA’S VISION 20:2020 (Published)
This study analyzed trends of Students’ mathematics performance in May/June West African Senior Secondary Certificate Examination (WASSCE) in Nasarawa State, Nigeria from 2004 to 2013. The main objectives were to investigate the pattern of students’ performance for ten (10) years (2004 to 2013) in Nasarawa State, and to infer the implication of the observed and predicted mathematics performance on Nigeria’s vision of 20:2020. The study used secondary data. The WASSCE mathematics results of 302, 225 Students who sat for May/June WASSCE from 2004-2013 were collected from the Education Resource Centre, Ministry of Education Lafia and used for the study. The study mainly employed AutoRegressive (AR) time series analysis. The study revealed that: (i) performance pattern was unstable over time, (ii) the observed and predicted performance rates indicated that less than 50% of the candidates passed at credit level over the reviewed period. The study discovered that mathematics performance in Nasarawa State has been persistently poor over the years reviewed similar to what has been reported for the whole nation and could continue from 2014 to 2020 based on the forecast. It further observed that the Nigeria vision 20:2020 might not be realized as planned unless urgent steps are taken to improve performance in mathematics. This is because mathematics serves critical role in the development of human capital in Science, Technology, Engineering and other key sectors of the economy. Based on the findings, the study recommended among others, that policy makers should review the existing mathematics curriculum and enforce its implementation.
Keywords: Autoregressive, Mathematics, Nigeria Vision 20:2020., Students performance, Trends