Information, Communication, and Technology (ICT) Integration in Mathematics Classroom: A Challenge for Nigeria

Beyond the school-age population, people must be aware and come to terms with the interplay of technological advancement in all spheres of life endeavours. The management of such advancements needs to be tackled at the instructional levels of the learning enterprise. Information and communication technology (ICT) is a promising practice in mathematics classrooms, but its success depends mainly on several issues, such as teachers' perception of ICT capabilities, teachers' attitudes towards the contribution of ICT to mathematics teaching, and students' understanding of mathematics. The success of ICT integration exercises in mathematics classrooms depends largely on these issues. Despite the many challenges faced, Nigeria has great hopes for improving the outcome of education and learning. This requires the cooperation of policymakers, educators, and stakeholders to improve technology access, provide adequate teacher training and support, align curriculum and assessments with ICT standards, address privacy and security issues, and invest in infrastructure and maintenance. This paper provided an exploratory study that looked into the feasibility of combining ICT with traditional teaching methods in Mathematics Education in Nigeria. The management of this combination lies in the domain of education policies and implementation structures. The study proposed implications and consequences of the integration of ICT in Mathematics Education by exploring plausible causes/scenarios for the performance and disposition of teachers and students towards the use of ICT in teaching mathematics in Nigeria