Abstract
The standards prescribed by the National Commission for Colleges of Education (NCCE) for teaching and learning Mathematics in Colleges of Education in Nigeria can be said to provide the prescribe condition that Mathematics education should have in the colleges in terms of quality. This study investigated factors limiting the quality of Mathematics Education in selected colleges of education in Nigeria with a view to providing the actual condition of Mathematics education in them. Data on the factors limiting the quality of Mathematics Education was gathered through facebook interview with 109 lecturers teaching Mathematics in the selected colleges. Rating-scale items were also administered to two hundred (200) students from some of the colleges to collect data on the typical learning activities they have experienced during Mathematics lessons. The study discovers that, in respect of facilities and modes of teaching, there are considerable differences between the prescribed condition of Mathematics Education portrayed in the NCCE minimum standards and the actual one depicted by the findings made. The paper recommends provision of adequate resources for Mathematics Education and professional development for Mathematics lecturers, among others. DOI: 10.5901/ajis.2013.v2n5p17
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