SPECIAL ISSUE PAPER
Mathematics Teachers Awareness of Teachable Moments in Nigerian Classroom
 
More details
Hide details
1
Department of Science and Technology Education, Faculty of Education, University of Lagos, NIGERIA
Online publish date: 2017-11-19
Publish date: 2017-11-19
 
EURASIA J. Math., Sci Tech. Ed 2018;14(2):683–689
KEYWORDS
This article belongs to the special issue "Literature and the Arts in Mathematical Education".
ABSTRACT
Mathematics, being the core subject that has its application in every other subject should be given special attention. Despite the importance of mathematics, students are not performing in the subject. Students view mathematics in abstract form. Ways of improving the teaching and learning of mathematics should be the concern of the stakeholders. A lot of research work were reported on teaching strategies, but the problem of poor performance has not been reduced to minimal level. Students thinking and error made in class can be used to create teachable moments. This study investigated whether the teachers of mathematics in Nigeria are aware, managing and using teachable moments when occur in mathematics class. The study is a descriptive research of the survey type. The sample consisted of 98 mathematics teachers randomly selected from thirty secondary schools from both Lagos and Oyo states of Nigeria. A researcher-designed of effective management of Teachable Moments which consists of 3 parts was used to collect data from the respondents. The first section of the questionnaire was used to elicit general information on teachers’ demographical data. The 3 parts of the second section include awareness of teachable moment (ATM), Management of Teachable Moment with resources (MTM) and Use of Teachable Moments (UTM). All instruments were validated. The reliability coefficient of ATM, MTM and UTM using Cronbach alpha were 0.72, 0.78 and 0.69 respectively. Means and standard deviation were used to analyze the data. It was discovered that the means of the awareness and management instruments were greater than the baseline mean (2.5). Teachers are aware, can manage but are not using the moments due to time constraint. This indicated that mathematics teachers in Nigeria are aware of teachable moments, managing the moments effectively but have not been using teachable moments.
 
REFERENCES (17)
1.
Akinoso, S. O. (2014). Causes and remedies of students’ mathematics learning difficulties in Nigerian secondary schools. Journal of mathematical association of Nigeria, 39(1), 219-233.
 
2.
Akinoso, S. O. (2016). Effect of Concrete-Representational-Abstract Instructional Strategy on Senior Secondary School Students’ Attitude to Mathematics. Ife Journal of Teaching and Research in Education (IJOTRE). 17(1), 68-72.
 
3.
Doerr, H. M., & English L. D. (2003). A modeling perspective on students’ mathematical reasoning about data. Journal for Research in Mathematics Education, 34(2), 110–136.
 
4.
Ekundayo, H. T., Konwea, P. E., & Yusuf, M. A. (2010). Towards effective time management among lecturers in Nigerian Universities. Journal of Emerging Trends in Educational Research and Policy Studies, 1(1), 22-24.
 
5.
Erickson, F. (1986). Qualitative methods in research on teaching (3rd ed., 119-161). New York: Macmillan.
 
6.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2016). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415.
 
7.
Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371- 404). Charlotte, NC: Information Age Publishing.
 
8.
Hoyles, C., Wolf, A., Kent, P., & Molyneux-Hodgson, S. (2002). School mathematics, science and technology. Sheffield University National Council of Teachers of Mathematics. (2007). Mathematics teaching today: Improving practice, improving student learning (2nd ed.). Reston, VA: Author.
 
9.
Kayode, G. M., & Ayodele, J. B. (2015). Impacts of Teachers’ Time Management on Secondary School Students’ Academic Performance in Ekiti State, Nigeria. International Journal of Secondary Education, 3(1), 1-7. doi:10.11648/j.ijsedu.20150301.11.
 
10.
Kelley, K. (2017). 27 Ways to Add Teachable Moments to Your Lessons. Retrieved from https://www.weareteachers.com/....
 
11.
Manouchehri, A., & St. John, D. (2006). From classroom discussions to group discourse. Mathematics Teacher, 99(8), 544-551.
 
12.
Meador, D. (2017). Strategy for Teachers to Maximize Students learning Time. ThoughtCo. Retrieved from https://www.thoughtco.com/stra....
 
13.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
 
14.
National Council of Teachers of Mathematics (NCTM). (2007). What Is Important in Early Childhood Mathematics? Retrieved on 21/8/2012 from http://www.nctm.org/about/cont....
 
15.
Peterson, B. E., & Leatham, K. R. (2013). Learning to Use Students’ Mathematical Thinking to Orchestrate a Classroom Discussion. Retrieved from https://www.researchgate.net/p....
 
16.
Schoenfeld, A. H., & Kilpatrick, J. (2008). Toward a Theory of Proficiency in Teaching Mathematics. International Handbook of Mathematics Teacher Education, 2, 1-35.
 
17.
Smith, A. (2009). How disabilities can affect mathematics achievement. Retrieved on 10/1/2011 from http://int.forum.com/archieve/....
 
eISSN:1305-8223
ISSN:1305-8215