Sequel to poor performance of pupils/students at general examinations like the West African Examination Council (WAEC) and National Examination Council (NECO) examinations for which teachers receive the blame, especially those teaching at the basic levels (primary and junior secondary schools levels), we investigate the numbers sense of the teachers of these pupils/ students. This study assessed the number sense of primary school teachers in Isuikwuato Local Government Area of Abia State, Nigeria. It involved 122 randomly selected primary school teachers, 61 males and 61 females. These teachers belonged to various levels of mathematics performance as reflected in the mathematics grades they obtained in their West African Examination Council (WAEC), National Examination Council (NECO) examinations and NCE results. The data on teachers’ number sense were collected using a ten-item number sense test. Analysis of qualitative and quantitative results revealed that the teachers obtained a very low percentage of correct responses ranging from 0.55% to 28%. The teachers were not able to make appropriate mathematical judgments such as determining the appropriateness and sufficient information; they do not have a reasonable understanding of fractions, decimals and operations; and they do not utilize useful and efficient strategies, like estimation and number relationships, for managing numerical situations. Their over-reliance on algorithms may be attributed to the teachers’ much emphasis on drill and practice, without profound understanding of mathematics concepts. It is advised that teachers should build themselves up in the use of concrete materials, pictorial representations and authentic problems within learner’s experiences and expose themselves to a wide variety of useful and efficient strategies such as estimation and number relationships to make sure that learners gain deep understanding of Mathematics concepts.
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