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**IMPLEMETATION OF MATHEMATICS CURRICULUM CONTENT AT UBE LEVEL IN YOLA LGA**

**CHAPTER ONE**

**Background of the study**

What do we want to achieve in our mathematics lessons? This is a good question which all teachers should ask themselves from time to time in their daily practice. Different teachers may have different answers to this question. Some possible answers to the first question are: “mathematics is important and useful in our daily life”; “mathematics is the basis for other subjects such as science and engineering”;

“mathematics helps us develop logical thinking” and “mathematics

helps us find the right way to solve problems”. Some may even say “I

like mathematics, so I would like to help my students appreciate the subject.” Each of these answers suggests a reason for the importance of mathematics or school mathematics in the teacher’s mind. Nevertheless, each answer is only a partial answer to the question. To look for a comprehensive answer, we inevitably need to address the question why mathematics is essential in our world.

The approach taken in planning the mathematics curriculum in Nigeria is that the subject should be a friendly one and thus is planned or structured to meet the needs of students regardless of their abilities. This approach differs from the previous approach where mathematics is approached in a “specialised” manner. The curriculum is organised on six main themes: *number and numeration, basic operations, measurement, algebraic process, geometry and mensuration and everyday statistics*. These six blocks are chosen based on the belief that

in everyday living one is often faced with these elements in the order

listed. In addition, solving mathematical problems encountered in one’s

daily life becomes the overriding concern in the curriculum

The main goal statement clearly states that the students need to develop the ability to think logically, systemically, creatively and

critically..Although this is not clearly stated in the syllabus, teachers guides and further elaboration of the syllabus specially encourage teachers to use approaches that can simulate mathematical thinking or reasoning. The use of statistics to critically examine information as part of the lesson, for example, can be said to be in correspondence with the aim of promoting the above thinking abilities.

**Mathematics as Communication**

The curriculum clearly states that one of the objectives in learning

mathematics is to acquire the ability to communicate ideas through the use of mathematical symbols or ideas. An essential part of the curriculum is to help students attain the ability to comprehend mathematical statements encountered, for example, in the mass media.

For example, students are expected to be able to interpret the statistics used in various reports they encounter in the mass media. In mathematics lessons, students are encouraged to work in groups on certain projects or problems.

**Mathematical Connections**

There is a strong emphasis in making connections within mathematics itself and across other subjects. In fact, the title of the curriculum suggests that making mathematical connections within itself or across

other areas of study is strongly suggested. Making the connections between mathematics studied in class and material from everyday life or the environment are explicitly stated in the documents accompanying

the syllabus. Through the introduction of certain facts concerning

historical development in mathematics, the curriculum hopes that students should be able to see that mathematics has its origin in many cultures and is developed as responses to human needs that are both

utilitarian and aesthetic.

**1.2 Statement of the problem**

Although the definition of problem solving may differ from that of NCTM’s (1992), it, nevertheless, becomes the significant elements to be emphasised in the teaching and learning of mathematics. Teachers are expected to intentionally teach students on the heuristics of problem solving. Although teachers are free to choose the strategy suitable for their students, they are encouraged to follow those recommended by Polya (1974). Teachers are also encouraged to simulate mathematical problems based on their daily experiences. More specifically, teachers are expected to provide varied experiences through which students can work individually or in groups in tackling mathematical problems. The curriculum places heavy emphasis on the relationships between mathematics and real life problems. Problem solving in real contexts are considered essential in helping students appreciate mathematics. In short, problem solving becomes the focus in the curriculum.

**1.3 Objectives of the study**

• discuss and use innovations in teaching of mathematics

• identifying and discourse factors affecting learning

• discuss analysis of the teaching methods

• explain various classroom assessment technique

**1.4 Research Questions**

1. What are the use innovations in teaching of mathematics

2. What are the factors affecting learning at UBE level

3. What are the various classroom assessment techniques

**1.5 Research Hypothesis**

H0: Does the implementation of mathematics curriculum content have a weak impact on UBE level in Yola LGA.

H1: Does the implementation of mathematics curriculum content have a strong impact on UBE level in Yola LGA.

H0: There is a weak relationship between implementation of mathematics curriculum content and UBE level in Yola LGA

H1: here is a strong relationship between implementation of mathematics curriculum content and UBE level in Yola LGA

**1.6 Limitations of the study**

There was limited time, funding and poor responses from the respondents

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