Abstract
This paper tried to emphasize the importance of teaching mathematics with creativity in the Junior Secondary classes (JS1-3) of our education system. It was established that a mathematically creative environment like the mathematics laboratory will enhance the teaching and learning of mathematics in schools. In this study, few examples of creative lessons in mathematics based on experimenting, experiencing, hands-on activities and collaboration was given, the implication of mathematics creativity stated and appropriate recommendations proffered. KEY WORDS : creativity, mathematically creative environment and mathematics laboratory.
Highlights
Several contemporary scholarly reports are replete with clear evidence of the overall importance of mathematics as a school subject with respect to its role as a foundation for nation building, utility base for daily living and service to other disciplines etc (Roohi, 2014; Ogunkunle, 2002; Awoyemi, 2007; Uwaezuoke, 2013 etc)
The organization supports activities that address the lack of interest by students in mathematics and those that aim at sensitizing teachers on both their knowledge of new developments in mathematics as well as its significance to society (UNESCO, 2014)
In line with UNESCO’s global mathematics education campaign, many countries mandate the teaching of mathematics as a core subject at the primary and secondary levels of their education system to ensure universal mathematics literacy
Summary
Several contemporary scholarly reports are replete with clear evidence of the overall importance of mathematics as a school subject with respect to its role as a foundation for nation building, utility base for daily living and service to other disciplines etc (Roohi, 2014; Ogunkunle, 2002; Awoyemi, 2007; Uwaezuoke, 2013 etc). The importance accorded mathematics notwithstanding; many students in the Junior Secondary level still find it difficult to cope with the subject Though some of these students may exhibit traits of interest in mathematics; it is clearly evident that the teaching and learning process is still void of the experiences, innovations and creativities needed to jolt and motivate their young and energetic minds into exploring the vast field of mathematics (Pound and Lee, 2011; Back, 2014). Stage where decision to pursue mathematics related subjects and career in future is made; teaching and learning of the subject with creativity, experiments and hands-on activities becomes were crucial This is to avoid pushing the career decisions of these young learners to hinge on bias and regrets
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