ABSTRACT
The study was conducted for images of mathematics stakeholders in teaching and learning mathematics at secondary schools. For the purpose of the study, the research employs various data collection techniques that includes questionnaire conducted on nineteen (19) mathematics teachers, nineteen (19) parents and two hundred and seventeen (217) students of secondary schools. Teachers, students and parents in the sample schools were administered with questionnaire. Result of the study indicated that mathematics teachers should try to motivate and build up the self confidence of pupils/students and convince them that everybody is bale to be good at mathematics. One of the respondents suggested that we should admit that mathematics is difficult but then prepares students to take it on as a challenge. In addition, several of the respondents stressed the importance of relating mathematics to daily life experiences or activities and teaching it as a practical tool. They also suggested that as an effective strategy, students should be allowed to explore and sole problems themselves. A mathematics teacher should not be somebody who just stands there and lectures, but he should teach from the very beginning, how it can be applied to the real world and to see that it excites the students and teacher as well.
TABLE OF CONTENT
Title Page
Table of content
List of Tables
Abstract
CHAPTER ONE
1.1 Background of the Study
1.2 Statement of The Problems
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance for the Study
1.7 Scope and Delimitation of the Study
1.8 Operational Definition of Terms
CHAPTER TWO
2.1 Introduction
2.2 History of Mathematic Teaching in Nigerian Schools
2.3 Research Findings on Images Of Mathematics Among Students And Teachers
2.3.1 Research Finding on Attitudes Towards Mathematics
2.3.2 Research Finding on Belief About Mathematics
2.3.3. Research Finding on Mathematics Myths
2.3.4 Research Finding on Conception or View About Mathematics
2.3.5 Other Image Related Research
2.3.5.1 Women’s View of Mathematics
2.3.5.2 Pupil’s View of Mathematics
2.4 Research Finding on Factors Influencing Image of Mathematics
2.4.1 Leaner’s Related Factors
2.4.1.1 Belief About the Self
2.4.1.2.1 Leaner’s Helplessness and Mastery Orientation
2.4.1.3 Expectancy X Value Theory
2.4.1.4 Attribution Theory of Achievement motivation and emotion
2.4.1.5 Self-attribution Theory and Gender Difference
2.4.2.1 Environment Related Factors Parental Influence
2.4.2.2 School Experience
2.4.2.3 Teacher Influence
CHAPTER THREE
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 Instrumentation
3.5.1 Validity of the Instrument
3.5.2 Pilot Study
3.5.3 Reliability of the Instrument
3.6 Administration of the Instrument
3.7 Procedure for Data Collection
3.8 Procedure for Data Analysis
CHAPTER FOUR
4.1 Introduction
4.2 Data Presentation and Analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
5.5 Contribution to Knowledge
5.6 Suggestion for Further Studies
References I
Appendix
CHAPTER ONE
1.1 Background to the Study
INTRODCTION
The word “Mathematics comes from the Greek word (Matherna) meaning science, knowledge or learning and it also derived from other word (mathematiko’s) meaning found of learning” (Simonson & Gouvea 2007).
Agwagah (2008) noted that mathematics is often defined as the study of topics such as quantity, structure, space and change. These topics provide the major subdivision of mathematics into: Arithmetic, Algebra, Geometry and Analysis. These major disciplines within mathematics arose out of the need to do calculations in commerce among others. The study of mathematics will form in the students the habit of clarity brevity, accuracy,
precision and certainty in expression.
According to Osofechinti in Odili (2006),the importance of mathematics to
individuals in their daily undertaking is so enormous that the knowledge of mathematics is
an indispensible tools for a successful and balanced human existence on earth.
Mathematics helps man to sharpen his understanding and definition of religious
concepts. Such concepts are eternity, heaven, spirit, life, power, salvation, wisdom, strength, light, hope, faith, righteousness, glory, blessing, truth, grace, peace, neighbor, sun and death can each be defined with mathematical rigors and precisions (Osah-Ogulu & Odili, 2000).
One of the greatest problems faced by mathematics teachers, school principals, administrators and even parents over the years is the teaching and learning of mathematics at the secondary schools. However, for some years back, mathematicians had shown a lot of interest in trying to diagnoses the causes of the continues poor images of mathematics stakeholders and not only that suggest and administer. “Treatment” in order to air the illness.
In view of this fact, it is widely claimed in the liberator that, negative images and myths of mathematics are widespread among the public. The majority of the people today
are scared of mathematics and feel powerless in the presence of mathematics ideas. Many people’s image towards mathematics represent mathematics negatively, such that mathematics is perceived to be “difficult, abstract, and in many cultures, largely masculine”.
Others describe mathematics as a “set, constant, bounded, enclosed and uncreative or a timed-test”.....
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