Abstract
Mathematics classrooms instruction in Nigeria secondary schools has been termed a major problem to both teachers and their students. Most classroom activities are teacher-centred with students as mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to Nigerian mathematics classroom in combating these problems. Four mathematics teachers taught senior secondary mathematics in three secondary schools in Northern Nigeria for fifteen weeks, adopting the concept of inclusion in their classroom teaching. Using the qualitative case study approach, the researcher used students' interviews and focus group discussions to determine the perceptions, strategies and benefits of using inclusive strategy to mathematics classroom instruction to collect data for this paper. Data collected from focus group interviews were analyzed using grounded theory approach. The results of the study revealed positive changes in students' attitude towards mathematics classroom instructions. This also helped to facilitate students' engagement, collaboration and interest in mathematics during the research as the students felt included in the mathematics classroom instruction. The researchers therefore suggested that adoption of an inclusive mathematics classroom in Nigeria will enable student learning and reduced the teachers domineering attitude during mathematics classroom instruction.
Highlights
IntroductionProminent among the controversies on the development of quality classroom instructional strategies is the call for a shift from the traditional mathematics classroom instruction to more student-centred constructivist approaches [13, 38, 46 & 47]
Adopting quality classroom teaching strategies for effective instruction had generated serious debate and ideological controversy among classroom teachers, teacher educators and researchers in mathematics education.Prominent among the controversies on the development of quality classroom instructional strategies is the call for a shift from the traditional mathematics classroom instruction to more student-centred constructivist approaches [13, 38, 46 & 47]
The researcher discussed the benefits of introducing inclusive classrooms in the Nigerian mathematics classrooms
Summary
Prominent among the controversies on the development of quality classroom instructional strategies is the call for a shift from the traditional mathematics classroom instruction to more student-centred constructivist approaches [13, 38, 46 & 47] This suggests that understanding the strategies to be adopted in sharing knowledge with future generations of teachers, engineers and other mathematical related fields is a necessary ingredient to achieving quality mathematics classroom instruction [26]. Ayodele [8] and Bature and Jibrin [13] asserted that effective teaching of mathematics do not require theoretical and lecture teaching approaches or the applications of the teacher-chalk teaching approaches that had dominated most Nigerian mathematics classrooms Rather, they asserted that effective mathematics teacher sometimes need to analyses the effectiveness of their classroom instruction in relation to students’ academic and social needs and make effort to ensure that they aligned their classroom instruction in the way that will assist students to achieve these academics and social needs
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