Abstract
The waning interest of students in pursuing mathematics as a discipline at the tertiary level contributes to the shortage of mathematics teachers in Nigeria. It is disheartening to observe the declining trend in students opting for mathematics at the undergraduate level, especially given the significant contributions of mathematics in achieving the objectives of tertiary education in Nigeria. This paper explored pragmatic strategies for policy decisions aimed at enhancing undergraduates’ interest in mathematics as a discipline of study. Key strategies include innovative teaching methods, collaborative learning environments, mentorship programmes, and digital transformation. The paper recommends policy measures such as competitive salaries, ongoing professional development, and incentives to attract and retain qualified mathematics educators. Additionally, it advocates for the establishment of structures to embed technology into mathematics classrooms, including securing funding, teacher training, and maximizing digital tools for improved understanding.
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