Students' conceptions about mathematics teaching in Nigeria and Botswana

Abstract

This paper reports on international comparison of Junior Secondary school students ’ conceptions of mathematics teaching. A questionnaire survey was made of conceptions of a total 251 students in Botswana and Nigeria. The main results are as follows: Both Botswana and Nigeria students were more in favour of calculation- centred working, where the teacher is always in control of the learning process. Also students in both countries were of the opinion that mathematics require a lot of efforts and support that as much practice as possible should be provided. They both also support the idea of working in groups as a method of good teaching as well as teachers helping the students immediately students encountered difficulty. They equally believe that the use of word problems and given a bit of repetition in the teaching of mathematics will enhance understanding and motivate the students to have positive attitude towards the subject. Areas of differences are equally alighted in the report.