Trends in research in mathematics teaching and learning in Nigeria

This study investigated trends in research in mathematics teaching and learning from 2010 to 2019 in Nigeria. Trends were identified via the review of three local and international databases comprising: The Journal of the Mathematical Association of Nigeria – ABACUS, African Journal of Educational Studies in Mathematics and Sciences (AJESMS), and the International Electronic Journal of Mathematics Education (IEJME). 751 articles were examined out of which 60 articles relating to mathematics teaching and learning were reviewed. Topical issues as well as methodological trends were investigated. Data were analysed via content analysis using codes according to categories, and themes were generated for some research questions. Findings revealed topical issues mostly investigated in mathematics within the trend period as teaching approach (teaching methods and instructional models), dispositions (attitudes and perceptions), classroom assessment (learning outcomes, achievement and performance), technology use (competency, utilization level), demographics (gender), instructional materials, challenges encountered, interactions (experience), and teachers’ competence (awareness and knowledge) respectively. The methodological trend showed preference for quantitative research method. The dominant data collection tools utilised were questionnaire and tests while the most preferred data analysis techniques were quantitative statistical tests comprising of descriptive and inferential tests. Conclusion reached was that there is a preference for quantitative approach towards mathematics teaching and learning research given that it maximizes objectivity, replicability and generalizing of conclusions drawn from the study. It is therefore recommended that the result of such researches should be effectively utilized in order to improve the teaching and learning of mathematics at all levels. This will go a long way in minimizing students’ poor performance in mathematics.