AN INVESTIGATION INTO STUDENTS PERCEPTION TOWARDS THE TEACHING AND LEARNING OF MATHEMATICS

AN INVESTIGATION INTO STUDENTS PERCEPTION TOWARDS THE TEACHING AND LEARNING OF MATHEMATICS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teaching is a complex system in which components such as instructors, students, curriculum, the local environment, and others interact to influence what happens in classrooms (Stigler and Hilbert, 1998). Rubenstein (2004) argued that teaching is a difficult and time-consuming profession. The knowledge foundation that underpins mathematics instruction includes, among other things, knowledge of mathematics, knowledge of links between mathematical concepts, knowledge of student learning, and understanding of school culture. The formation of a learning community is an important part of the teaching process, which includes pushing students to make sense of mathematical concepts and assisting students in their development as learners. According to Rubenstein (2004), instructors are regarded as one of the most important variables influencing student success and the teaching process, and

This is backed up by research.

To be effective in mathematics learning, students and instructors must interact in such a way that students can maximize the amount of information they acquire. There are numerous ways for students and instructors to communicate with one another in a learning environment. Classroom discussions, questions posed by instructors, and questions posed by students are examples of interactions that result in student learning. Cooperative group work, peer tutoring, and a variety of other feedback systems such as assignments, examinations, and electronic response systems such as the personal responses system (PRS) and the personal data assistant are examples of instructional strategies that provide a measure of two-way communication (PDA). The exchange of information about what is happening is referred to as two-way communication. is taught and what two people learn. There are, however, instructional tactics in which students sit quietly in classrooms with only one-way contact between instructors and students, known as one-way communication strategies. Several colleges and universities have campuses. Consider the professor to be the fabled “Sage on the stage,” and the didactic lecture to be the standard method of knowledge transmission. Although the lecture is an effective way for a teacher to convey information to a large group of students, simply telling someone something does not imply that learning has occurred. To determine whether learning has occurred—infant to ensure that learning has occurred—teacher-student assessment interactions must occur in addition to instructional interactions to determine whether learning has occurred.

has happened-infant

Student-teacher assessment interactions occur when instructors collect data on students’ learning and use that data to help students better understand ideas and principles, as well as apply knowledge, rather than simply learning things. This type of assessment interaction, known as formative assessment, is described as follows: It is a process used during instruction by teachers and students to provide feedback in order to adjust ongoing teachers and learning in order to improve students’ achievement of intended instructional outcomes. Formative assessment is a process used by teachers and students during instruction to provide feedback in order to improve students’ achievement of intended instructional outcomes (council of chief school states officers, 2008). Formative assessment, according to this definition, is a process.

In order to guide and improve students’ learning, it may use tests or other types of assessments, but it may also use interactive instructional strategies such as classroom discussion, assignment homework quizzes project investigations electronic response system or oral question. Formative assessment is a process that may include tests or other types of assessments, but it may also include interactive instructional strategies such as class discussions, homework assignments, and quizzes. Fennell (2006) cites Angelo and Cross (1993). It may be difficult, especially for younger students, to create an interactive learning environment in the mathematics classroom where students are actively involved in mathematics learning.

Students may be self-conscious about their lack of subject knowledge in mathematics and may be hesitant to participate fully in class.

discussions or directly respond to spoken mathematics questions from instructors. Furthermore, navigating the complexities of instructor talk, student chat, and classroom dynamics while remaining focused on the task at hand necessitates the development of specific skills and knowledge. Classroom dynamics are defined as a social endeavor (Cobb and Bauersfield, 1995), in which students are encouraged to think, criticize, argue, and agree with one another, as well as to disagree and agree with one another. It is possible that this dynamic will work successfully, resulting in the creation of a learning environment in which students’ critical thinking and mathematical reasoning skills will improve, their learning will thrive, and students will take greater responsibility for their own learning.

As An effective learning environment, as defined by Motani and Garg (2002), is one in which students and instructors communicate freely, continuously, and without inhibitions. In this type of learning environment, students’ learning is not left to chance; rather, instructors can determine whether or not their students understand the desired concept. The installation and use of an immediate feedback system proved critical to this achievement. Instant feedback enables instructors to intervene as soon as a student misunderstands a concept or principle critical to the achievement of learning objectives. A teacher’s options include changing a teaching technique, using a new example, or providing alternative explanations. Making these changes demonstrates to students and others

Instructors acknowledge and respect the fact that previous attempts to teach the idea or principle were ineffective.

In general, mathematics has become increasingly important in the evolution of society, both locally and globally. The focus of this study, however, will be on instructors’ perceptions of mathematics teaching in schools with 50% to 100% mathematical learners, as well as students’ perceptions of mathematics learning in these schools. It is possible that only a small percentage (about 0.52 percent) of the thousands of students who graduate from secondary school each year choose mathematics as a major. Even those who want to work in the field do so because there are opportunities.

There are no other options. Students who have studied economics, geography, biology, and physical education, among other subjects, are assigned to teach mathematics in certain schools due to a shortage of trained mathematics instructors. This type of structure has a negative impact on student performance in mathematics and related subjects such as science and applied science, which are critical to the nation’s social, economic, and technical well-being, respectively.

More specifically, the study will encourage mathematics teachers to keep up with reform and progress in the educational literature in order to be competent enough to carry out their responsibilities. If teachers recognize this, they will be able to assess the level of learning achieved by their students. Finally, the study will help in

the enhancement and resolution of some of the issues that secondary school mathematics teachers have encountered while teaching mathematics, which will serve to improve student performance in mathematics.

1.2 THE PROBLEM’S STATEMENT

The goal of this study was to look into several facts about mathematics teaching and learning at the secondary level in Nigeria. This is a topic that has been studied, but there are some facts that have not been addressed by the research as of yet. It is still unknown how the educational environment influences the development of mathematical studying attitudes, but this overview covers a wide range of topics, including an evaluation of teaching materials (Motani and Garg, 2002). As a result of this,

The researcher believes it is critical to investigate and discover factors that influence students’ perceptions of mathematics as a subject. As a result, the current study was motivated by the desire to determine whether or not senior secondary school students’ attitudes toward mathematics played a role in their overall attitudes toward mathematics.

The current study aims to examine the most important school-related variables influencing students’ likelihood to like and dislike mathematics from the perspective of each individual student. The current study is significant in that it should be able to detect and categorize different students’ perspectives and outcomes.

1.3 THE STUDY’S OBJECTIVE

The overall goal of this study is to look into students’ perceptions.

towards the teaching and learning of mathematics. The research will be guided by the following criteria:

To investigate whether teacher qualifications influence mathematics teaching.

To determine whether students’ learning of mathematics is hampered by a lack of attention in class.

To determine whether a lack of teaching aids affects teachers’ ability to teach mathematics.

To look into ways to improve mathematics teaching and learning.

1.4 QUESTION FOR RESEARCH

This study will address the following research questions:

Does the qualification of teachers affect the teaching of mathematics?

Does students’ learning of mathematics suffer as a result of their lack of attention in class?

Does a lack of teaching aids affect teachers’ ability to teach mathematics?

How can the teaching and learning of mathematics be improved?

1.5 THE IMPORTANCE OF THE STUDY

This study will be useful to teachers because it will identify their deficiencies and limitations in mathematics teaching and learning and allow them to make necessary adjustments. More importantly, as mathematics becomes more prevalent in daily life, the need for proper teaching and learning has become critical. As a result of the increased need, demands have been placed on schools to educate students and provide them with “mathematically equipped” students.

This study will be important to the academic community because it will add to the existing literature.

1.6 STUDY OBJECTIVES

This study will look into whether teachers’ qualifications affect their ability to teach mathematics. The study will also look into how students’ learning of mathematics is affected by their lack of attention in class. The research will continue.

Determine whether a lack of teaching aids affects teachers’ ability to teach mathematics. Finally, the research will look into how to improve mathematics teaching and learning. As a result, this study will be limited to Edo state.

1.7 THE STUDY’S LIMITATIONS

The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in sourcing relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire, and interview), which is why the researcher chose a moderate sample size. Furthermore, the researcher will conduct this study alongside other academic work. As a result, the time spent on research will be reduced.

reduced.

1.8 TERMS AND CONDITIONS

Mathematics: In a strict sense, mathematics is an abstract science that investigates deductively the conclusion impact in the basic concept of spatial and numerical relationship.

Teach