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Tag: maths

  • Academy tackles maths phobia among Lagos students

    Academy tackles maths phobia among Lagos students

    When it comes to learning math, not every student is a fan, not even in Lagos State.

    But a coaching initiative to assist students at all levels to find mathematics fun, easy, and helping them love the learning journey has commenced.

    Led by a resident mathematics specialist, the OLUREIGN ACADEMY, located at 66, Arowolo Street, Abule-Egba, Lagos State, is offering a special tutoring programme aimed at helping students build confidence and master Mathematics at all levels.

    Oluwanbe Moses, the Proprietor of the academy, said that the plan was to teach all science subjects, but there was emphasis on English and Mathematics.

    Moses noted that the Mathematics Association of Nigeria has also identified Mathematics phobia as a major drawback for the interest of students in the subject.

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    It specifically expressed concern over the continuous poor performance of candidates in Mathematics in Senior Secondary School Examinations.

    According to Moses, there’s no one-size-fits-all solution for engaging mathematics class because it’s a process that looks different for every student, thus the academy has put in place different patterns to help every student love maths.

    Parents are enjoined to enroll their children for the special tutoring at the OLUREIGN ACADEMY.

    Contact for more details are: 08028320826, 08067033483.

  • English, maths compulsory for all O’level students, says FG

    English, maths compulsory for all O’level students, says FG

    The Federal Government has said that English language and mathematics remain compulsory for students sitting for their ordinary level examinations. 

    The government therefore urged students to continue to register for the subjects in their O’level examinations. 

    Federal Ministry of Education made the clarification in a statement by the Director, Press and Public Relations, Boriowo Folasade on Sunday. 

    It reads: “The Federal Ministry of Education has clarified that all students must continue to register and sit for English Language and Mathematics in their O-Level examinations. The new policy does not exempt any candidate from these core subjects but rather introduces a more inclusive and flexible approach to tertiary admission requirements.

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    “The Honourable Minister of Education, Dr. Maruf Tunji Alausa, CON, explained that the reform promotes fairness and inclusiveness in tertiary education by ensuring that capable students are not denied admission due to deficiencies in non-core subjects.

    “The streamlining of O-Level admission guidelines aims to modernize Nigeria’s education system and align it with global best practices. It allows institutions to admit candidates into specific programmes where credit passes in either English or Mathematics may not be compulsory, while still mandating that all students register and sit for both subjects.

    “This reform supports the Federal Government’s vision of equitable access, inclusivity, and human capital development, broadening academic pathways and recognizing diverse strengths among learners.

    “English and Mathematics remain vital tools for communication, reasoning, and lifelong learning. The adjustment affects only admission criteria, not the requirement to take these subjects.

    “The Ministry urges students, parents, and stakeholders to rely solely on official communication channels for verified policy updates.”

  • ‘How maths can help Nigeria’s tech development’

    Nations,  which have technological and scientific development,  have realised the importance of mathematics to science and technology.

    Unfortunately, this is not the case in Nigeria, which breeds quacks and ill -motivated teachers with its attendant poor motivation, funding and somersaulting curricular.

    This is the stance of Samuel Iyase, a professor of Mathematics, Covenant University (CU), Ota, who believes, if Nigeria must join the league of advanced nations, the solution is to reverse the aforementioned scenario.

    Iyase, who delivered the institution’s 14th inaugural with the theme: ‘Mathematics: A platform for leapfrogging into scientific and technological advancement.’ said: “Teachers of mathematics are both under-qualified and poorly reformed. Mathematics curricula reform is often inspired by corrupted corresponding western models. Examinations determine the worth of mathematical knowledge. Memorisation and rote learning is mostly the determinant form of teaching and the subject’s links to science and technology and relevance to student’s everyday experience is hardly emphasised,” said Iyase, who teaches at CU’s Department of Mathematics.

    “The bachelor’s degree programmes in mathematics are unpopular among students. The undergraduate mathematics curricular of many departments’ of mathematics emphasise traditional areas of the subject. The demand for graduate education in mathematics is limited. It is obvious that the number of PhD holders is grossly inadequate,” he added while identifying the challenges of the subject.’’

    Iyase likened mathematics as a catalyst for reducing the scientific and technological gap between developed and developing nations like Nigeria.

    Other challenges, according to him, include inadequate staff, relative isolation of mathematicians in Nigeria, brain drain, negative image of the subject, and weak mathematics education.

    Nigeria, Iyase advised, could ape the Asian Tigers, particularly Singapore, which was just five years younger than Nigeria (Singapore gained independence in 1965) colonised by Britain, which also colonised Nigeria, but is miles ahead technologically because of her huge investments in mathematics and other science-oriented subjects.

    “In a typical Singaporean’s classroom, the focus is not the one right answer but rather the goal is to help students understand how to solve mathematical problems. The teachers make use extensive use of visual aids to help students understand mathematics. Teachers cover less materials than many countries but rather cover indepth. The level of mathematics in the primary school laving examination is approximately two years ahead of that in most schools in the United States. At the primary and secondary level, extra curriculum activities, such as mathematics and science fairs, are designed to generate interest among students.”

    Iyase lamented that the leadership is yet to strike a link between education and educational development, saying its realisation would result into priortising education and production of high quality mathematics and science professionals.

    ‘’The popularisation of mathematics should be a priority. An important element that has led to the unpopularity of mathematics is the lack of career guidance in our secondary schools and even in universities.. Career guidance will help students to know the wide range of career opportunities available to mathematicians. Students leaving secondary school and heading to tertiary institutions are in most cases biased against mathematics.”

    While craving more funding for  Mathematics reasearch, Iyase emphasised the need to form a think-tank comprising professionals in mathematics to come up with modalities on the application of indigenous knowledge to mathematics and use of mathematical tools in solving problems across government, business and industry.

    Earlier, CU Vice-Chancellor Prof. Aaron Atayero, who was represented by his deputy, Prof. Shalom Chinedu, said the inaugural lecture was timely in view of the foot-dragging posture of governments to mathematics and technology education.

  • ‘How maths can help Nigeria’s tech development’

    Nations,  which have technological and scientific development,  have realised the importance of mathematics to science and technology.

    Unfortunately, this is not the case in Nigeria, which breeds quacks and ill -motivated teachers with its attendant poor motivation, funding and somersaulting curricular.

    This is the stance of Samuel Iyase, a professor of Mathematics, Covenant University (CU), Ota, who believes, if Nigeria must join the league of advanced nations, the solution is to reverse the aforementioned scenario.

    Iyase, who delivered the institution’s 14th inaugural with the theme: ‘Mathematics: A platform for leapfrogging into scientific and technological advancement.’ said: “Teachers of mathematics are both under-qualified and poorly reformed. Mathematics curricula reform is often inspired by corrupted corresponding western models. Examinations determine the worth of mathematical knowledge. Memorisation and rote learning is mostly the determinant form of teaching and the subject’s links to science and technology and relevance to student’s everyday experience is hardly emphasised,” said Iyase, who teaches at CU’s Department of Mathematics.

    “The bachelor’s degree programmes in mathematics are unpopular among students. The undergraduate mathematics curricular of many departments’ of mathematics emphasise traditional areas of the subject. The demand for graduate education in mathematics is limited. It is obvious that the number of PhD holders is grossly inadequate,” he added while identifying the challenges of the subject.’’

    Iyase likened mathematics as a catalyst for reducing the scientific and technological gap between developed and developing nations like Nigeria.

    Other challenges, according to him, include inadequate staff, relative isolation of mathematicians in Nigeria, brain drain, negative image of the subject, and weak mathematics education.

    Nigeria, Iyase advised, could ape the Asian Tigers, particularly Singapore, which was just five years younger than Nigeria (Singapore gained independence in 1965) colonised by Britain, which also colonised Nigeria, but is miles ahead technologically because of her huge investments in mathematics and other science-oriented subjects.

    “In a typical Singaporean’s classroom, the focus is not the one right answer but rather the goal is to help students understand how to solve mathematical problems. The teachers make use extensive use of visual aids to help students understand mathematics. Teachers cover less materials than many countries but rather cover indepth. The level of mathematics in the primary school laving examination is approximately two years ahead of that in most schools in the United States. At the primary and secondary level, extra curriculum activities, such as mathematics and science fairs, are designed to generate interest among students.”

    Iyase lamented that the leadership is yet to strike a link between education and educational development, saying its realisation would result into priortising education and production of high quality mathematics and science professionals.

    ‘’The popularisation of mathematics should be a priority. An important element that has led to the unpopularity of mathematics is the lack of career guidance in our secondary schools and even in universities.. Career guidance will help students to know the wide range of career opportunities available to mathematicians. Students leaving secondary school and heading to tertiary institutions are in most cases biased against mathematics.”

    While craving more funding for  Mathematics reasearch, Iyase emphasised the need to form a think-tank comprising professionals in mathematics to come up with modalities on the application of indigenous knowledge to mathematics and use of mathematical tools in solving problems across government, business and industry.

    Earlier, CU Vice-Chancellor Prof. Aaron Atayero, who was represented by his deputy, Prof. Shalom Chinedu, said the inaugural lecture was timely in view of the foot-dragging posture of governments to mathematics and technology education.

  • How to teach Maths better, by scholars

    •Ajayi Poly matriculates students

    A Professor of Mathematics, Michael Alonge, has identified recruitment of unqualified teachers as a major cause of lack of interest in the subject in private and public schools.

    He also identified proper preparation by teachers, continuous assessment of students, giving of assignments, adequate lesson notes and adoption of modern teaching models to stimulate students’ interest.

    Alonge last weekend at the first public lecture to mark the maiden matriculation of new students of Ajayi Polytechnic, Ikere-Ekiti in Ekiti State.

    The lecture was entitled: “Teaching and assessment strategies in mathematics as panacea for technological and entrepreneurship developments.”

    Alonge, who stressed that teachers who studied Mathematics as a major course in the universities and colleges of education should be employed as teachers. He decried a situation where individuals who did not study the subject were employed to teach it.

    The don also suggested that Mathematics teachers should be allowed to move to the next class with their students for synergy and proper monitoring, adding that such teachers would impart knowledge better.

    According to him, proper attention to Mathematics would accelerate the nation’s quest for technological development and nation building.

    Alonge said: “The knowledge of Mathematics plays a major role in nation building. Today, many students in the country have no interest in the subject because of the wrong approach to teaching it.

    “Schools and government must ensure that only teachers who have been trained mainly in Mathematics that teach the subjects.

    “Teachers shouldn’t mark down students for not getting the final answer. Award marks for correct steps taken by students who didn’t getfinal answer in the mathematical calculations.”

    He added:”There is also the need for schools to ensure that teachers of Mathematics graduate with their students to their next class. If a teacher has taught the Class One this session, he should teach same class of students when they get to Class Two.

    “That way, he is better to impart the knowledge because he has already known the challenges of the students in understanding the subjects.”

    An educationist from the Republic of Ireland, Dr. Lucia Valente, harped on the use of technology to impart knowledge in Mathematics as done in advanced countries.

    Valente, who is the founder, Computational Class Notes in the Irish Republic, spoke on the use of cloud technology and other modern ways of teaching the subject.

    She said: “The system, cloud technology, is designed to work with educators in ensuring effective teaching of Mathematics in colleges; it is practice based.

    “The students keep practising until they get it. It increases their grades as it lays emphasis on homework. It is possible to increase student’s grade with constant practice.

    “It is based on visualisation, animation and unlimited variation, self learning, no text books, practice all the time.

    “It enhances time utilisation, decrease drop out, increase grades and encourages tangible knowledge, gives students confidence and make them to believe in themselves which are principles for educators.”

    The Founder/Rector, Ajayi Polytechnic, Dr. Busayo Ajayi, said the two scholars were chosen to speak on the subject because of the impact they had made in the field, noting that students and members of the public benefited from their knowledge.

    He explained that the vision of the polytechnic was to train and produce technical and skilled manpower that would become industrial giants and providers of solutions to the nation’s problems.

    According to him, the private polytechnic was established to empower the youths with inclusive and entrepreneurship and innovative technological education to solve the problem of graduate unemployment in the country.

    Ajayi said: “Our philosophy in the school is to ensure that we produce graduates that are not only employable, but can become entrepreneurs by starting on their own.

    “Thus is lacking in Nigerian education system and has led to mass unemployment. We also want a system that we can teach students better with the use of recent technological advancement.”

    One hundred new students matriculated at the event.

    Dignitaries at the event included the Ogoga of Ikere-Ekiti, Oba Adejimi Adu Alagbado; the Oloye of Oye-Ekiti and Chairman of the state Council of Oba, Oba Michael Oluwole Ademolaju and Commissioner for Education, Mr. Jide Egunjobi.

  • Ogun, Abuja show class at 2017 Cowbellpedia Maths TV Quiz

    Representatives of Ogun, Osun and Abia states the Federal Capital Territory (FCT), have cruised into the semi-final of the on-going 2017 Cowbellpedia Secondary School Mathematics Television Quiz Show sponsored by Cowbell.

    In the preliminary group 8 contest last weekend, Chukelu Egboka of Loyola Jesuit College, Abuja, and Joel Ndoh of Marist Brothers Juniorate Aba, Abia State,  scaled the hurdle in the junior category.

    The duo edged past Charles Abasiofon of Rayfield International Secondary School, Uyo, Akwa Ibom; Obichukwu Enibe of University of Nigeria Secondary School, Nsukka, Enugu State; Harry Biobele of Access High School, Calabar, Cross River State and Michael Simon of Air Force Comprehensive School, Yola, Adamawa State.

    Ndoh thanked Cowbell and Promasidor for the “good work and encouragement given to students across the country.” The 14-year-old, who scored 96 percent in the qualifying examination, disclosed that his expectation was to get to the final and win the prize. “My expectation is to get to the final and win, though I don’t know what to do with the money yet,” he said.

    Egboka, who is participating in the competition for the first time, also hopes to win the ultimate prize. “My expectation is to win. And if I win, I will take my family out for a special dinner and save the rest of the money,” he told newsmen outside the studio in Lagos last week.

    In the senior category, Favour Abusomwan of Iganmode Grammar School, Ota, Ogun State, and Blessing Olaleye of Reality High School, Ilesha, Osun State, also crossed the hurdles into the semi-finals.

    They eliminated Akanyo Ebipade of Federal Government College, Warri, Delta State and Oreoluwa Arosanyin of Chapel Secondary School, Ilorin, Kwara State. Others who did not make it were Saudat Ayuba of Kunatu Science Academy, Kano, Kano State, and Samson Madamidola of Global Kids Academy, Sokoto, Sokoto State.

    The ultimate prize in the senior and junior categories is N1 million each and an all-expenses-paid educational excursion outside the country. The first and second runners-up for each category will go home with N750,000 and N500,000 respectively.

    Each teacher of the 2017 champions will be awarded N400,000, while those of the first and second runners-up will receive N300,000 and N200,000 respectively. Also, the winning schools will be rewarded with Mathematics textbooks, desktop computers and printers.

  • Nigeria, Malaysia move to strengthen Maths skill with Abacus

    Nigeria, Malaysia move to strengthen Maths skill with Abacus

    Experts in education development on Wednedsday urged Nigerians to adopt the SIP Abacus teaching method that has origin in Malaysia to strengthen Mathematics skills in Nigeria.

    According to the founder of SIP Worldwide, Mr. Kelvin Than, being a Sociable Intellectual and Progressive (SIP) way of aiding learning, Abacus has been used to coach 500,000 kids between five and twelve since 1993 in India, Philippines, United Arab Emirates, Tanzania, South Africa and other countries.

    Speaking during the formal launching and presentation of the SIP and Brain Gym in Nigeria in Abuja, he noted that all children are born smart without skills.

    The Malaysia High Commissioner to Nigeria, Mr. Datsun Lim in his address Abacus has arrived Nigeria to introduce Mathematics to students.

    The envoy explained that the brain gym is like motivational group activity to arouse the interest of children in learning.

    He said that “as you know, when we were young, sometimes going to school sometimes may not be a very good experience. When it comes to subjects, I think mathematics is something that a lot of people are afraid of,  Abacus is one of the ways to introduce mathematics to children. The introduction of Abacus to Nigeria is new to Abuja but not in Nigeria.”

    The Guest Speaker, from the University of Ibadan, Prof. Egbokhare Ilevbare noted that in the process of globalisation skills are more important that possession of natural resources, stressing that it is no excuse that you cannot fit into the international scene because you are a Nigerian since the tools are available.

    He said because competition and education are no longer local, Nigerians are partnering with Malaysia to replicate the Abacus teaching method of the same standard in the country.

    Speaking, Dr. Bert Odiaka noted that a time will come that parents will not send their wards to schools that have not adopted the Abacus learning method.

    But the chairperson Educraft, SIP Academy, Mrs. Omolara Omontuenmhen, who got the franchise to replicate the method in Nigeria, explained to journalists that Abacus is brought from Malaysia to teach Mathematics in a fun way.

    Abacus, she said, “takes the children through how to understand the basic things (addition, subtraction, multiplication and division) within the shortest period.

    “And then when they get to Primary School we teach them how to cram. We teach them ten times twelve and when they get to twelve times twelve that is the end because they cannot go further and that is when Abacus starts. This is because Abacus will tell you 50 times 55, you have to understand how to get it within one minute.”

    She noted that since most parents know that children that lack the Abacus learning skill find it difficult to cope or fit in when they play globally, they now opt for Abacus for their children.

    According to her, those that studied Sciences here without Abacus find it difficult at the international schools owing to the method of learning in Nigeria. This has always put the wards under pressure to catch up with their colleagues from other nations.

    Omontuenmhen said that: “this is a Programme we have brought from Malaysia to aid our children in schools, especially at the elementary stage when they bring Abacus to teach them Arithmetics and how to add, subtract, divide, multiply and in a fun way.

    “This is because in schools these days, children have a phobia for Maths. Why?  It is probably because of the way Mathematics is being introduced. But we need to start in the Arithmetic way in a way that it is fun.

    “A lot of schools these days claim to be doing Montessori but they do a great job especially at the nursery level but there is no continuity. They drop the idea of Montessori when they get to secondary schools.

    “But this is the continuation of Montessori which people adopt at the formation stage which is from five years to twelves years.”

    On brain gym, she said a child needs to know how to put an analytical process down in a domestic way.

    The gym, she said, prepares the child for learning as it helps in the coordination of the child to be able to receive learning.

  • NGO promotes Maths knowledge

    A non-governmental organisation, Race to Infinity Maths game, has devised a game that will attract learners to Mathematics.

    The creator of the game, Mrs Grace Olugbodi, said manya student, run away from mathematics because it is perceived as a subject too difficult to comprehend, adding that the game was devised to address this gap.

    According to her, the devise, which is a software, could be inserted into gadgets such as computers, mobile sets, and tabs. she added, that the more a player answers mathematical questions introduced by the devise, the more his knowledge of the subject increases.

    Olugbodi is optimistic that the game would build confidence in pupils and enhance the development of science in schools. She warned that running away from mathematics could have a negative consequence on pupils’ entire career.

    She said: “Some people may want to ask why are we promoting the teaching and learning of mathematics and not any other subject. We are doing this because it gives you confidence. I have been in the promotion of mathematics in the last decade. We will continue to do this to enhance human and societal development.”

    Similarly,Sam Onigbaajo, who is the founder of Women for Africa, a female empowerment body, and partner in the promotion of the Race to Infinity,  explained that  her NGO would reward widows who single handedly raised their children and honour women who have excelled in various fields, particularly widows who single handled supported the education of their children.

    He said African women have made unquantifiable impact in the promotion of education, therefore they needed to be encouraged and supported in view of their landmark achievements.

    “Women have greater potentials that are not being fulfilled, like what is obtained in other parts of the globe. Women enjoy unrestricted access to facilities that would help them develop. One of the ways to develop a society is to support and educate women and if this is done, the trend of development will flow.

    “We are going to support women in terms  of providing the platform in their growth; they are the assets we have to proudly showcase. Our objective is to add value to the life of the African women, promote and encourage the teaching of mathematics which many see as a nightmare.”

  • CU hosts maths contest

    Iganmode Grammar School, Ota emerged winner of the maiden edition of the Covenant University Community Development Impact Initiative Committee’s (CU-CDIIC) Mathematics Clinic and Quiz Competition, with Mother’s Joy Model College, Ota and St. Michael High School, Ota coming second and third.

    The event which took place at the African Leadership Development Centre (ALDC) of the university, attracted 24 secondary schools from Ado-Odo/Ota Local Government Area of Ogun State.

    Declaring the event open, the Vice-Chancellor, Prof Aderemi Aaron-Anthony Atayero, represented by the Head, Department of Mathematics, Dr. Timothy Anake, said CU is excelling in scholarship and community development activities through various avenues and the mathematics clinic was one of such ways of consolidating on the progress.

    He told the gathering that it was important to understand that Mathematics has transformed from just numbers to formulas, and models that could be deployed to solve human related issues.

    Atayero said that the clinic would empower participants to develop interest in mathematics which would enable them rise to the challenge of a highly digitized world, and as a result contribute to national development.

    A special guest at the event, Mrs Gbemisola Orekoya of the Mathematics Association of Nigeria, Ota Chapter, praised the university for coming up with the initiative.

    “With more efforts and initiatives such as this, it will just be a matter of time before we start recording great feats in the area of science and technology, because these fields of human endeavour thrives on the strength of mathematics,” she said.

    Earlier in his welcome remarks, the Chairman, CU-CDIIC, Dr Michael Agarana, said the ultimate goal of the clinic was for participants and contestants to savour and enjoy mathematics, while attempting to reverse the over 10 years of poor performances in the subject at the secondary school level.

    He said the university, through CDIIC, was poised to help those who are weak in mathematics and provide a platform for healthy competition from time to time for every participating student in subsequent editions of the clinic.

    Other highlights of the clinic were presentations on ‘Building Interest in Mathematics and Teaching Method’ by Dr. Sheila Bishop and ‘Mathematics is Beautiful’ delivered by Dr. Alfred Owoloko, both of the university’s Department of Mathematics.

     

  • 32, 400 pupils battle for NTIC maths scholarship

    A total of 32, 400 Primary Five and Six pupils are now in the race for 15 special scholarships tenable at any of the 17 branches of the Nigeria Tulip International Colleges (NTIC) nationwide.

    The 14th edition of the competition jointly organised by the NTIC and the National Mathematics Centre (NMC) took place in 52 locations across the entire federation.

    NTIC’s Managing Director, Mr. Orhan Kertim, said the second stage of the competition would hold at NTIC schools in Abuja, Kaduna, Kano, Ogun and Yobe states on Saturday, after which the best pupils would be rewarded at an award ceremony to hold in Abuja and Kano on March 15.

    He said the aim of the competition is to address the phobia for mathematics among young ones.

    “Our objective for organizing this competition is the recognition that Mathematics is the key subject for science-oriented courses and there is a well-known problem of pupils being afraid of Mathematics.  We decided to organise this competition towards eliminating the phobia or fear for Mathematics.

    “First, they prepare keenly for this competition and by the time they gain admission into junior secondary school, they discover that it assisted in building their interest in the subject and they easily demonstrate better performance,” he said..

    He said winners will get different categories of scholarship.

    “The best student wins N300, 000 and there are gifts for his/her school and Mathematics teacher.  The main prize is 100 per cent scholarship through the junior and senior secondary schools while the best student in each state gets 50 per cent scholarship,” he said.

    “Also, we offer scholarship for successful pupils; the competition has two legs; in the first one, the best three pupils in each state are offered 100 percent scholarship in an NTIC school.