Enhancing Mathematics Teacher-Trainer's Knowledge and Utilization of Instructional Materials for Effective Teaching and Learning of Mathematics in Federal College of Education (Technical), Gusau- Zamfara State -Nigeria

This study aimed to investigate three key issues: (1) whether the instructional materials intended for Mathematics Laboratories and Workshops—such as overhead projectors, multimedia projectors, computers, workshop tools, and consumables—were actually delivered to the Colleges of Education in question; (2) if delivered, whether the mathematics teacher-trainers in the college knew how to effectively use them during instruction; and (3) if not, to identify the reasons behind their lack of knowledge. The study focused on Federal College of Education (Technical), Gusau (located in Gusau Local Government Area), Participants included all eleven mathematics lecturers from the Federal College of Education, Gusau, Each of completed a questionnaire designed to answer the research questions. Findings from the responses indicated the following: 1. Most of the essential instructional tools, including overhead projectors, computers, and multimedia projectors meant for mathematics laboratories, were not supplied. Only a few consumables—being the more affordable items—were supplied. 2. No training workshops had been conducted to equip the mathematics lecturers with skills to use the materials effectively. As a result, they lacked knowledge on how to integrate them into their lessons. 3. Furthermore, the teacher-trainers had not taken any personal steps to learn how to use these teaching aids to enhance their instructional delivery. The paper concludes with several recommendations aimed at addressing these issues. Among them are: 1. Encouraging peer collaboration and support among lecturers within and across the colleges to foster mutual assistance. 2. The National Commission for Colleges of Education (NCCE), which oversees all colleges of education in Nigeria and outlines the required instructional materials in its “Minimum Standard,” should organize training workshops—either independently or in partnership with the colleges—to educate mathematics teacher-trainers on how to effectively use these instructional tools for improved teaching and learning outcomes.