John (2002) stated that competent teachers of Mathematics understands the dynamics of working collaboratively with others, understands learning styles and learning strategies.
The competent teacher of Mathematics communicates verbally and in written, visual and symbolic forms using appropriate technology and also creates effecative learning environments where students in Mathematics class will be able to work collaboratively in one-to-one, small group, and large to affect class-size in the teaching and learning of Mathematics. The competent teacher teaches also to analyze the thinking and learning strategies of all students and to extend Mathematical knowledge, to develops and utilizes a variety of problem solving techniques. He uses many strategies for problem solving to effect the class size in the teaching and learning of Mathematics. Class size reduction alone does not necessarily bring change but the availability of competent teachers and teachers experience do.
Williams (2004) in his article said that the effect of class size to the teaching and learning of Mathematics should be improved and this can be done by seminars on modern ways of teaching Mathematics.
Dave (2000) outlined the problems of teaching modern Mathematics as follows: -
Lack of availability of instructional materials such as textbooks, audio-visual aid, Mathematical games and Math Lab. The inadequate method of evaluation and selection of textbooks by teachers. Lack of competent Mathematics teacher and limited amount of time at teacher’s disposal. These contribute to the effect of class size to the teaching and learning of Mathematics in Uvwie Local Government Area of Delta State.
Fakounde (2001) stressed the need for qualified teacher in the teaching of modern Mathematics in primary school with large class size. He said that teachers factors is important to be examined with respect to effect of class size on teaching and learning of Mathematics because lack of competent and qualified teachers of Mathematics.
There are not enough qualified Mathematics teachers in our secondary schools to handle these students per class.
Yager (2003) said that most of our Mathematics teachers do not teach with aids even when the use of teaching aids is obvious. The teachers fail to construct teaching aids due to class size which is more than normal and this affects the teaching and learning of Mathematics.
Furthermore, the Federal Ministry of Education realized the implication of this big gap in students/ teachers ratios established National Mathematical Research Centre (NMRC) at Abuja in 1989. At the same time (NMRC) document promised that any student who gained admission into the university to read Mathematics or Physics will enjoy automatic scholarship. All these efforts geared towards providing qualitative and quantitative Mathematics teachers.
The issue is not on producing competent and qualified teachers of Mathematics but how many of them are willing to take up teaching as a profession. If this is not well taken care of, few teachers will be produced and this will affect the class size in teaching of Mathematics.
Ogbonna (2004) observed thus: In our schools, interests in Mathematics, Biology, Chemistry and Physics seems to be almost a thirty of the past Mathematics, Biology, Chemistry and Physics are now like new industrial products which must be bought by these in our primary and post primary schools.
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