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THE
PERCEPTION OF STUDENTS IN TEACHING AND LEARNING OF MATHEMATICS
CHAPTER ONE
1.0 INTRODUCTION
Teaching is a complex system which
affects what will happen in classes through the interactions among the factors
of teachers, students, curriculum, local setting and others (Stigler and
Hilbert, 1998). Rubenstein (2004) supported teaching as a complex endeavor. The
knowledge base behind mathematics teaching includes the knowledge of
mathematics of connections among mathematical ideas, of student’s learning and
school culture. The process of teaching involves creating a learning community,
challenging students to make sense of mathematical ideas and supporting
students’ developing understanding. Rubenstein (2004) stated that teachers are
considered as one of the most important factors playing on role in students’
achievement and teaching process.
Effective mathematics learning is one
in which students and teachers interact in ways that allows students to have an
opportunity to maximize how much they learn. These are variety of ways in which
students and teachers interact in a learning environment. Some interactions
result in student learning classroom discussion, teachers and students
initiated questions. Cooperative group work, peer tutoring and a host of other
feedback system such as assignments, examinations and electronic responses
system such as the personal responses system (PRS) and the personal data
assistant (PDA) are instructional strategies that provide a measure of two-ways
communication in which information about what is taught and what is learned is
exchange between two people on the other hand, there are instructional
strategies in which students sit passively in classrooms where there is one-way
communication from teachers to students. On many colleges and university
campuses. For example, the professor operates as the proverbial “Sage on the
stage” and the didactic lecture is the model way of teaching. And although the
lecture is an efficient method for transmitting information from a teacher to a
large group of students, telling information to some one does one does not mean
that learning take place in order to determine whether is occurring-infant to
ensure that learning is taking place, there must be teacher-student assessment
interactions along with the instructional interactions.
Assessment interactions between
students and teachers occurs when teachers gather information about students
learning and use that information help students better understand concepts and
principles and apply knowledge, not just learn factor. This type of assessment
interaction referred to as formative assessment is defined as follows:
Formative assessment is a process used by teachers and students during
instruction that provides feedback to adjust on going teachers and learning to
improve students’ achievement of intended instructional outcomes (council of
chief school states officers, 2008). It is clear from this definition that
formative assessment is a process that may employ tests or various other types
of assessments, but it may also employ interactive instructional strategies
such as classroom discussion, assignment, homework, quizzes, project,
investigations electronics response system or oral question to guide and
improve students learning (Angelo and Cross 1993, Fennell, 2006) creating an
interactive learning environment inside the mathematics classroom in which
students are engaged in mathematic learning can be challenging.
Student may experience discomfort
about their own level of mathematics content knowledge and may shy away from
participating openly in class discussion or responding to teachers’ oral
question. Further, this complex negotiation of teachers talk, students talk and
classroom dynamic while remaining on task require certain skills and know how.
In some models of “best practices” in mathematics teaching and learning these
classroom dynamic are viewed as a social Endeavour (Cobb and Bauersfield, 1995)
in which the classroom function as a learning community where thinking,
critiquing disagreeing and agreeing are encourage. When this dynamic work well,
the result can be the creation of a learning environment in which critical
thinking and quantitative reasoning develop, students learning thrives, and
students take increasing responsibility for their own learning.
According to Motani and Garg (2002),
a successful learning environment is one in which students and teachers
interact easily, continuously and without any inhibition. In this type of
learning environment, students learning is not left to chances, rather,
teachers knows whether their student understand intended concept. The key to
this success is the implementation and use of an instantaneous feedback system.
Instantaneous feedback enables teachers to intervene immediately when students
misunderstand a concept or principle which is important in meeting the learning
objectives. A teacher may have to adjust a teaching strategy, provide different
example or often alternatives explanations. In making these adjustments,
teachers’ shows that they recognize and appreciate that previous attempt at
teaching the concept or principle were not effective.
Guskey (2003) stated that making
adjustments in teaching instantaneously with the aim of reaching all students,
and especially less successful students, leads to improved learning for all
students. Mathematics teachers can use several strategies to get and give
feedback about how well students are learning materials that is being taught.
Motanic and Garg (2002) observe that
there are electronics and non-electronic mechanism for getting feedback. Non
electronic mechanism may include class discussions, cooperative group work,
board-work, seatwork or answering questions that are posed orally. While these
interactive strategies are effectives, a major short coming is that at any
particular time, only a subset of the students in the class are actively
providing information to the teachers about their learning and receiving
feedback from the teachers. In order to engage more student in the interactive
activities. Even when teachers employs interactive assessment strategies such
as assignment or examinations to determine what and how much students have learned,
care must be taken so that these strategies are effective in improving students
learning. One reason that care must be taken is because the feedback to
students does not occur during the instruction. When students respond to
question on an assignments or examination, they may have moved on to “learning”
new content. If understanding the old content and if there were
misunderstanding of the old content that were not addressed immediately when it
was presented, then the cumulative effect of understanding couples with no
correlative feedback could put students at risk of under performance or even
failure. A second reason is that students generally focus on doing what is
necessary to get the highest grade possible on assessment strategies used by
students in this content may result in very little learning.
In addition to this, the writers will
agree with the view of Tyler (2000) which noted that learning of mathematic
should take place through the active behaviour of the students and impressive teaching
of the teacher.
Finally, according to Tyler (2000)
said it is not what the teacher does, but through what the students does that
learning takes place.
1.1 BACKGROUND OF THE STUDY
In general, mathematics has been
playing important role in the development of the society both locally and
internationally. But this study will lay an emphasis on the perception of
teachers in teaching mathematics in schools with 50%-100% students as
mathematics learners with their perception in learning mathematics. One could
observe that out of thousands of students passing out from the secondary school
every year, very few of them (about 0.52%) choose mathematics as a discipline.
Even those that choose the subject as a career does so when there is no other
alternative. There is shortage of qualified mathematics teachers in some
schools, somebody that read Economics, Geography, Biology, and P.H.E etc. are
assigned to teach the subject mathematics. This type of arrangement has an
advert effect on the performance of students in mathematics and allied subject
such as the science and the applied science which are of great importance to
the nation, socially, economically and technologically.
More so, the study will encourage the
mathematics teachers to keep up with the reform and the development in the
educational literature to be skillful enough for realization their role. If
this is realized by the teachers, students learning level will be realized. In
conclusion, the study will help to improve and overcome some of the problems
the secondary schools teaching encountered when teaching mathematics which is
likely to improve students’ performance in mathematics.
1.2 STATEMENT OF THE PROBLEM
This study was aimed at examining
different facts within the teaching and learning of mathematics in Nigeria
secondary schools. This is an area that has been researched however there are
certain as facts that research have not attended yet. Overview of many aspects
of attitudes towards mathematics including a review of instructional is still
unclear how the school environment affects the development of studies attitudes
towards mathematics. As a result the researcher believes that it is important
to investigate and identify factors influencing students’ attitudes towards
mathematics subject. Therefore, the present study was motivated to access
whether the perceptions of the senior secondary school students toward
mathematics played any role in their attitudes towards mathematics.
The present study was structured to
investigate from the point of view of each student the most important school
related determinants of likely and disliking mathematics. The particular value
of the present study is that it should identify and categories different
perceptions and outcome of different students.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to
reveal the perceptions of teachers in teaching mathematics with different kind
of teaching methods and to assess the perceptions of senior secondary school
students towards mathematics i.e. to what extent do students believes the
school influence their attitudes towards mathematics i.e. whether they like or
dislike mathematics.
Furthermore, it will also determine if
there is difference in students’ perception of interaction that occurs between
themselves and their teachers across section of their mathematics.
Finally, this present research was to
explore the general attitude of the students towards mathematics and to
established the factors that influence such as well as determining whether
gender differences affects students towards learning mathematics or not.
1.4 RESEARCH QUESTION
The following research questions will
be addressed in this study.
1. How does the teacher’s perception on
different teaching methods aids in the teaching of mathematics.
2. Does the effective use of textbooks
and instructional aids influence students’ attitude towards learning
mathematics.
3. Does the learning environment have
effect on the students’ attitude towards mathematics?
4. Does students’ belief has as
influence on their attitude towards mathematics.
1.7RESEARCH
HYPOTHESIS
H0 – There
is no significant difference between the teachers’ perception and the use of
varying teaching methods in teaching mathematics.
H1 – There
is significant difference between the teachers’ perception and the use of
varying teaching methods in teaching mathematics.
H0 – The
students belief do not have any influence on their attitude towards
mathematics.
H1 – The
students’ belief has an influence on their attitude towards mathematics.
1.8SIGNIFICANCE
OF THE STUDY
The significance of this study is to
identify the factor which influence the attitude of students towards mathematic
in the senior secondary school.
Also, the teacher would identify
their deficiencies and limitations as regards the teaching and learning of
mathematics and make necessary adjustments where necessary.
More so, as
mathematics becomes part of daily life, the need for proper teaching and learning
has become extremely essential. Because of this increase in need demands have
also been placed in school to educate students and make them “ mathematically
equipped” Additionally, attitude are not only feeling that help prevent
accesses but also place a limit on students learning. If a person does not like
mathematics, he/she may feel anxious when expected to utilize this, such a
person is unlikely to want to learn and obtain skills or participate in
assignment that require `the use of mathematical knowledge, on the other hand,
students who exhibit positive attitude towards a subject are more likely to
actively engage during and after instruction. When students dislike
mathematics, his/her attitude is reflected in action resulting in limited
engagement with mathematics. So in a sense the attitude affect subsequent
actions. It is acknowledge on the present study that there are many other
factors that influence students attitude towards mathematics.
Moreover, the aim of this presents
study is to give a deeper understanding of the ways in which factors such as
classroom environment, teachers, students attitude, parents, gender difference
and students attitudes towards mathematics plays role in how students views
mathematics in senior secondary school in Nigeria. It is almost impossible to
develop mathematical skill when factor related to students attitude are not
identified as a matter of urgency, and feasible strategies and interaction
programme organized. Such strategies might help in addressing the problem and hopefully encourage students in adopting
meaningful and positive attitude towards mathematics.
Finally, the students would be
alerted on both positive and negative effects their attitude, perception
towards mathematics at their level will have on their present and future
career.
1.7 OBJECTIVES
The
objective of this study is to find out the following:
v Whether
the qualification of mathematics teachers in school makes the teaching of
mathematics difficult.
v Whether
lack of adequate and enough instructional materials in senior secondary school
make the teaching of mathematics difficult.
v May be
lack of provision of library in school and whether the average class sizes of
the students in school affect the teaching of mathematic.
v To know
whether the teachers have or adopt adequate and appropriate teaching
methodology in teaching of mathematics in our secondary school.
v To know
the problem encountered by the teachers of mathematics.
1.8 LIMITATION OF THE STUDY
This study
will be limited to the ijebu-ode municipality of Ogun State. It deals
specifically with the perception of students and teachers in teaching and
learning of mathematics within the municipality. This restriction is necessary
in order to carry research in within the relatively short period of time
allowed.
1.9 DEFINITION OF TERMS
Mathematics:
Mathematics in a strict sense is the abstract science which investigates
deductively the conclusion impact in the elementary concept of spatial and
numerical relation. It has also be defined as a science size and numbers of
which arithmetic algebra, trigonometry and geometry are the branches.
Roux (1994) defined attitude to be a
“positive or negative emotional relationship with or predisposition towards an
object institutional or person” pointing to get another definition.
Becker and Wiggins (1991) defined
attitude as “enduring non-verbal features of social and physical world, and
they acquired through experience and exert a directive influence on behaviour
“both these definitions reveals that, an attitude can be understand as an
emotion that has an influence on the behaviour of human being”.
Factor:
Factor is defined as any of the conditions and influences that act in other to
bring about result. It is also referred to as generally anything that has some
casual influence some effects on a phenomenon.
Teach: To
show somebody how to do something so that they will be able to do it themselves
or to give lesson in a subject to a class or pupil.
Learn: To
gain knowledge or skill by study, experience or being taught or become aware
of.
Perception:
The ability to see, hear or understand things.
Interact: To
act so as to affect each other.
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