Science, Technology, Engineering and Mathematics (Stem) Education: A Catalyst for Entrepreneurship and Economic Growth in Nigeria (Published)
Equipping learners with the 21st century skills is the current pursuit of nations of the world wishing to maintain global leadership and cutting-edge economic competitiveness. These nations now see Science, Technology, Engineering and Mathematics (STEM) education as an option for equipping their up-coming generations with problem solving skills and potentials for becoming innovators and entrepreneurs of tomorrow. This paper explains the concept of Nigerian economic recession and its remote causes. It also explains the STEM education as a meta-discipline which is taught as an integrated subject abroad but is yet to take root in Nigeria. The author presents STEM education as the foundation for innovation, entrepreneurship and work place skill required to boost the economy of Nigeria so as to diversify her economy from oil dependence and combat youth unemployment. It concludes with suggestions of what Nigeria ought to do at this time to reposition STEM education to achieve economic recovery.
A Case Study on Effective Approaches for Implementing Constructivist Teaching Strategies into a Mathematics Classroom (Published)
This research study explored the effect of employing constructivist teaching strategies in a mathematics classroom using a single case study design. The resulting analysis and interpretation provided a description of major themes that developed regarding the implementation of a constructivist teaching strategy in a ‘traditionally’ taught mathematics classroom. Based on the findings, two primary categories emerged with supporting elements that were critical components of each category. These two primary categories represent possible determining factors in effectively facilitating constructivist learning environments. The findings could provide valuable information to an educational learning community seeking to introduce constructivist teaching strategies to promote student-driven and student-centered learning environments in their schools. It may also provide insight into how this theoretical/philosophical model of learning can be transferred into practice.
Ghanaians complain about falling standards of their students in mathematics and point, for instance, to the poor performance of their eighth graders in the Trends in International Mathematics and Science Study (TIMSS) since 2003 when Ghana’s eighth graders began participating. Since student performance has been known to be related to teacher knowledge, this study was set up to investigate the knowledge base of senior high school teachers in Ghana for teaching algebra and compare it to that of their counterparts in the US. In all 339 and 3,841 of teachers in Ghana and US respectively agreed to participate in the study. Analysis of the performance of the two group indicated that the US teachers performed significantly better than their Ghanaian counterparts. Implications of this finding have been discussed. In addition, recommendations for practice and further research have also been provided.
MATHEMATICS EDUCATION FOR SUSTAINABLE DEVELOPMENT: IMPLICATIONS TO THE PRODUCTION AND RETENTION OF MATHEMATICS TEACHERS IN NIGERIAN SCHOOLS (Published)
The paper is focused to examine the problems of the shortage of Mathematics teachers at all levels of the Nigerian educational system. The problem of the shortage of mathematics teachers is due to the poor condition of teachers in Nigeria. Students are not attracted to study the mathematical sciences and are rather attracted to more lucrative professions. Therefore, we have our best brains in other professions at the expense of the teaching profession. Shortage of mathematics teachers leads to poor performance of students and shortage of professionals in science and technology which results in low level of technological and sustainable development of the nation. To produce and retain mathematical sciences teachers, the paper recommends that action should be put in place to deliberately improve the salaries and conditions of service of teachers as done in some African Countries and Advanced Countries; arrangements should be made to retrain our unemployed graduates especially those in social sciences to convert them to mathematics teachers; Students wishing to study the mathematical sciences education should be awarded bursary to attract them to the courses; and specialist teachers should be employed to teach mathematics at the Primary School level.