Assessment and Interest in Mathematics

The connection observed between teachers’ belief and students’ performance has been studied extensively. According to Graham (1991), he stated that teachers unconsciously relate their attributions to students through seemingly kind and gentle interactions. In regards to this, Ughamadu (1994), stated that the implementation of assessment, fully rests more on the classroom teacher.

        Furthermore, the work of assessment is too large that it cannot be entrusted into a single hand. Hence, many committees have to be set up so as to ensure success in its operations. And as such, there should be committee at school level, local government level, state level and national level (Okobia, 2000).

        Moreover, according to Nwokenna (2009), one major component of teachers’ expectation research is to determine how a teacher’s expectation can affect students’ performance.

Teachers of Secondary Mathematics

        According to Igbokwe as cited in Iji (2007), the teacher has been identified as a very important factor in the nation’s scientific and technological development. Therefore, the picture projected by many mathematics teachers is compared to a miniature computer. Most often when mathematics teachers are confronted with mathematics problems, the teachers will immediately provide a solution. Consequently, many students and laymen stand in awe of the mathematics teacher’s problem solving prowess provides a basis for questions such as “is my mathematics teacher a man or a machine?”. Unfortunately, what many of these students do not know is that the teacher may have worked a similar problem or perhaps even the same problem last year or may be yesterday.

        As noted by Bajah (1990), the teachers can either make or mar an educational programme. So as such, the need for the mathematics teachers to be adequately equipped both intellectually and professionally to enable him/her carry out the teaching of the subject is required. This must occur, as the teaching of mathematics involves more than just knowing and enjoying the subject. The mathematics teacher must be able to motivate his students adequately as well as be able to communicate his knowledge of the subject matter. Apart from these he must be conversant with the psychology and actual practice in the classroom (Iji, 2007). He further remarked that the mathematics teacher needs a good background in the contents of some high level mathematics. This will enable him to be able to continually improve himself through reading of some mathematics literature.

        More often than not, instruction in mathematics classroom seems to be barren and uninspiring. This poses a central responsibility on the mathematics teacher. Hogan (2002) had to assert that the teacher should therefore create situations that give much room to increasing the child’s stock of experiences and concepts, that will enable him progress. That is to say, in teaching the mathematics teacher should adequately encourage the child to form the right concepts early enough.

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Importance of Mathematics

The role of mathematics in any society cannot be overemphasized. Infact, mathematics has influenced civilization throughout the years because of its significance. it has acted as a big factor in affecting the culture of almost every group, bringing to life hidden facts about the sensibility of reality. As noted by Okonta (2007), every occupation (nursing, carpentry, trading) in life is full of the opportunities and needs to apply mathematical knowledge and skills. According to him, it is due to this important role played by mathematics that the subject has continued to be one of the core and compulsory subjects at the secondary levels of the nation’s educational system.

        At present, the revolutionary force of the computer is felt in almost every society because of the significance of mathematics in science and technology. Also, linear programming is used in business, industry, government and education computers now make decision. In the supermarket, there exist real situations which are subjected to useful mathematization.

        In affirming the importance of mathematics, Obodo and Harbor-Peters as cited in Okonta (2009) stated that the attainment of technological development would be impossible without mathematics. They also asserted that mathematics encouraged the cultivation and practice of science virtues such as prudence, diligence, justice, patience, perseverance, co-operation, patriotism, objectivity and honesty among others. Thus, considering the importance of mathematics in our everyday life, one can conclude that without mathematics, there will be no scientific and technological development in Nigeria (Okonta, 2009).

Concept of Mathematics

Mathematics in a simple form means the language of sciences and as such uses carefully defined terms and symbolic representations that enhance our ability to communicate. To Obodo (2000), mathematics is the language that uses carefully defined terms and concise symbolic representations which add precision to communication. As defined by Okurumeh (2003), mathematics could be seen as the study of relationship between numbers, between spatial configuration and abstract structures.

        According to Aminu (2005), he presented mathematics as the study of numbers, symbols, sizes, shapes, spaces, pattern, generalizations, measurements, models, quantities, relationships and functions. This definition is indicative that mathematicians have seen the subject as dealing with more than numbers to include the uses of numbers. In effect, mathematics is worthwhile on the account of its practical usefulness.

The points of view of Aminu according to Ezenweani (2006) seemed to be the conceptual framework within which mathematics operate, this is the activities in mathematics learning.

        Mathematics is seen to play a very significant role in various fields such as physics, engineering and the rigorous study of uncertainty otherwise called probability theory (Okonta, 2009). According to the Oxford English Dictionary (2012), mathematics is the science of space, number, quantity and arrangement whose method involves logical reasoning and usually the use of symbolic notation and which includes – geometry, arithmetic, algebra and analysis.
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Secondary Mathematics

Secondary mathematics is required to contribute to the established objectives of elementary education. This is why it becomes clearer for any country which longs for national growth in science, industries and technology not to neglect mathematics (Iji, 2007). In regards to this, the Federal Government of Nigeria (1982), identified the following as the general objectives for Nigerian secondary school mathematics:

1.  The inculcation of permanent literacy and numeracy and the ability to communicate effectively.

2.  The laying of a sound basis for scientific and reflective thinking.

3.  Citizenship education as a basis for effective participation in the contribution to the life of the society.

4.  Character and moral training and the development of sound attitude.

5.  Developing in the child, the ability to adapt to his changing environment.

6.  Giving the child opportunities for developing manipulative skills that will enable him to function effectively in the society within the limits of his capacity.

7.  Providing basic tools for further educational advancement including preparation for trades and crafts of the locality.

With these objectives and objectives in mind, Ezike and Obodo (1991), Okurumeh (1991) summarized the secondary mathematics education objectives as follows

1.  To develop a kind of competence in the basic skills and understanding for dealing with number and form.

2.  To understand mathematics concepts such as mathematical process, facts or principles.

3.  To develop a habit of effective critical thinking which will lead to effective and objective thinking.

Assessment Defined

        Assessment is the systematic process of organizing, measuring information or data into interpretable forms on a number of variables (Okpala, Onocha & Oyedeji, 1993). They also stated that, “it is the testing of the cognitive ability of students”.

        According to the Oxford Advanced Learner’s Dictionary (2010), assessment refers to the act of judging or forming an opinion about the actions, performance of somebody. Assessment therefore can be seen in school process such as teaching, teachers/students interactions, school management, the plan and design of the curriculum as well as physical infrastructure.

        As defined by Palomba and Banta (2012), assessment is the systematic collection, review and use of information about educational programme undertaken for the purpose of improving students’ learning and development. They further stated that it is an ongoing process aimed at understanding and improving student learning which involves making our expectations explicit and public setting appropriate as well as criteria and high standards for learning quantity. So, systematically gathering, analyzing and interpreting evidence to determine how well performance matches those expectations and standards and using the resulting information to document explains and improve performance.

        Onwuegbu and Okobia (2000) stated that assessment involves the utilization of many assessment instruments at a predetermined interval to find out what the learner has achieved in teaching process in terms of cognitive, affective and psychomotor domain.

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EVALUATION OF DIFFICULTIES ENCOUNTERED BY TEACHERS IN TEACHING OF MATHEMATICS

Studies conducted in mathematics vis-à-vis assessment has was revealed that trained male and female teachers are significantly better than untrained male and female mathematics teachers (Bushra, Saima, Rabbia, & Muhammad, 2011).

Research efforts by Odili (2010) show no significant difference in the level of mastery of mathematics content by male and female mathematics teachers. He further maintained that difference in mean mathematics competence by the more experienced and less experienced mathematics teachers are not statistically significant. According to Asuru (2010), research has suggested that on an empirical level, there is no significant difference amont the mean master scores by B.Ed., N.C.E. and TC II certificate holders. It is therefore necessary to conduct a study to evaluate the difficulties encountered by mathematics teachers in the teaching of secondary mathematics which invariably affects pupils’ performance in the subject.

Statement of the Problem

        Mathematics is the eye-opener to all sciences as well as an important ingredient for thought, logic and reasoning geared towards progress. So as such, it had remained compulsory in both the previous and modern system of education over the decades because of its importance.

        However, mathematics students’ performance has been poor in mathematics in Nigeria secondary level of education. Hence, efforts were made by all and sundry to improve the performance of students in mathematics. Despite the efforts by researchers and experts, pupils’ performance in mathematics is still poor. And this has been attributed to the difficulties teachers encounter in teaching mathematics. Therefore, the problem of this study is to evaluate the difficulties encountered by teachers in the teaching of mathematics in secondary school.

Research Questions

        The following research questions are stated for the study:

1.  What are the difficulties encountered by mathematics teachers in teaching of secondary mathematics?

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