This study looks into the attitude of primary school mathematics teachers towards the use of Activity –Based Learning (ABL) methods in teaching mathematics in Nigerian Schools. Some two hundred and twenty four (224) primary school teachers made up of 60 males and 164 females were sampled using purposive sampling from Abia State of Nigeria. Four research questions and three hypotheses guided the study. Simple frequency counts, percentages, t-test and analysis of variance were used to analyze the data. The result of the study showed that primary school mathematics teachers are positively disposed to the use of Activity-Based learning methods in the sense that they understand it and prefer to use it in schools. The study also showed that the teachers agreed that Activity-Based Learning is very significant to the students learning and that ABL enhances students learning experiences. The study further identified lack of materials and time as the major impediments to Activity –Based Learning in Nigerian schools. The study also showed that gender and years of experience of the teachers do not affect the attitude of primary school mathematics teachers towards the use of Activity- Based Learning in schools. However, the study showed that there is a significant difference in the primary school mathematics teachers’ attitude towards the use of Activity –Based Learning between the University degree graduates and College of Education graduates.
Keywords: Activity-Based Learning, Attitude of teachers, and Mathematics teaching
