INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Comte (1851) defined mathematics as the science of indirect measurement. While the definition given earlier by Aristotle stated that mathematics is the science of quantity. In Aristotle's classification of the sciences, discrete quantities were studied by arithmetic, continuous quantities by geometry. Auguste Comte's definition tried to explain the role of mathematics in coordinating phenomena in all other fields (Mura, Robert, 1993). The intuitionist define Mathematics as a mental activity which consists of carrying out, one after the other, those mental constructions which are inductive and effective. Meaning that by combining fundamental ideas, one reaches a definite result. Most contemporary reference works define mathematics by summarizing its main topics and methods as the abstract science which investigates deductively the conclusions implicit in the elementary conceptions of spatial and numerical relations, and which includes as its main divisions geometry, arithmetic, and algebra. Mathematics is the foundation for nation building, since the level of mathematics skills and competences go a long way to determine the level of science and technological components of any nation, which is a basic requirement for its development. Mathematics today has an enormous impact on science and society, though the influence is silent and hidden, yet it is shaping our world in many ways (Aguele and Usman, 2007). Tanner &Tanner (1980) as cited in Okoro (2009) defined curriculum as the guided experiences and intended learning outcomes formulated through the systematic reconstruction of knowledge and experience under the auspices of the school, for the learner’s continuous and willful growth in personal social competence. Similarly, mathematics curriculum can be referred to as the guided experiences and intended learning outcomes systematically organized within the school, for the learner’s optimal development of mathematics skills. The development, implementation and reviewing of the mathematics curriculum has being an issue of importance in the educational agenda of many countries in recent times. The study seeks to appraise the implementation strategies of modern mathematics curriculum in Nigeria.
1.2 STATEMENT OF THE PROBLEM
The problem of aligning curriculum objectives with national philosophy, goals and general development coupled with that of poor implementation at the downstream of the educational system, stand clearly as a great challenge. The problem confronting the study is to appraise the implementation strategies of modern mathematics curriculum in Nigeria.
1.3 OBJECTIVES OF THE STUDY
The Main Objective of the study is to appraise the implementation strategies of modern mathematics curriculum in Nigeria. The specific objectives include:
- To investigate the relevance of the methodology suggested in the Mathematics curriculum for effective implementation of curriculum contents in Kano state.
- To examine the appropriateness of instructional materials in the effective implementation of Mathematics curriculum contents in Senior Secondary Schools in Kano State.
- To understand the factors that facilitate effective implementation of Mathematics curriculum in senior secondary schools in Kano.
1.4 RESEARCH QUESTIONS
i. What is the relevance of the methodology suggested in the Mathematics curriculum for effective implementation of curriculum contents in Kano state?
ii. What is the appropriateness of instructional materials in the effective implementation of Mathematics curriculum contents in Senior Secondary Schools in Kano State?
iii. What are the factors that facilitate effective implementation of Mathematics curriculum in senior secondary schools in Kano?
1.5 STATEMENT OF THE HYPOTHESIS
Ho1: There is no significant factor that facilitates effective implementation of Mathematics curriculum in senior secondary schools in Kano.
1.6 SIGNIFICANCE OF THE STUDY
The study is an appraisal of the implementation strategies of modern mathematics curriculum in Nigeria. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.
1.7 LIMITATION OF THE STUDY
The study was confronted with logistics and geographical factors.
1.8 DEFINITION OF TERMS
INNOVATION IN MATHEMATICS DEFINED
The attempts for improved mathematics contents, methods, learning materials, applications and general teaching and learning can be termed curriculum innovations in mathematics.
CURRICULUM DEFINED
Curriculum as the guided experiences and intended learning outcomes formulated through the systematic reconstruction of knowledge and experience under the auspices of the school, for the learner’s continuous and willful growth in personal social competence.
MATHEMATICS CURRICULUM DEFINED
Mathematics curriculum can be referred to as the guided experiences and intended learning outcomes systematically organized within the school, for the learner’s optimal development of mathematics skills.
EDUCATIONAL SUPERVISION DEFINED
Educational Supervision consist of all effort involving school officials directed at providing leadership to educational workers or teachers to enhance an improved educational system and institution. The process involves the deployment of human and material resources.
EDUCATION DEFINED
Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life.
