Studies conducted in mathematics vis-à-vis
assessment has was revealed that trained male and female teachers are
significantly better than untrained male and female mathematics teachers
(Bushra, Saima, Rabbia, & Muhammad, 2011).
Research efforts by Odili (2010)
show no significant difference in the level of mastery of mathematics content
by male and female mathematics teachers. He further maintained that difference
in mean mathematics competence by the more experienced and less experienced
mathematics teachers are not statistically significant. According to Asuru
(2010), research has suggested that on an empirical level, there is no
significant difference amont the mean master scores by B.Ed., N.C.E. and TC II
certificate holders. It is therefore necessary to conduct a study to evaluate
the difficulties encountered by mathematics teachers in the teaching of secondary
mathematics which invariably affects pupils’ performance in the subject.Statement of the Problem
Mathematics
is the eye-opener to all sciences as well as an important ingredient for
thought, logic and reasoning geared towards progress. So as such, it had
remained compulsory in both the previous and modern system of education over
the decades because of its importance.
However,
mathematics students’ performance has been poor in mathematics in Nigeria secondary
level of education. Hence, efforts were made by all and sundry to improve the
performance of students in mathematics. Despite the efforts by researchers and
experts, pupils’ performance in mathematics is still poor. And this has been
attributed to the difficulties teachers encounter in teaching mathematics.
Therefore, the problem of this study is to evaluate the difficulties
encountered by teachers in the teaching of mathematics in secondary school.
Research Questions
The
following research questions are stated for the study:
1. What are the difficulties encountered by
mathematics teachers in teaching of secondary mathematics?
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