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International
Journal of Academic Research in Education and Review |
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International Journal of Academic Research in Education and Review Vol. 2(8), pp. 170-177. September, 2014. ISSN: 2360-7866 DOI: 10.14662/IJARER2014.037
Full Length Research
CONTRIBUTION OF INEFFECTIVE TEACHING AND LEARNING OF MATHEMATICS TO REGIONAL DISPARITIES IN SOCIO ECONOMIC DEVELOPMENT IN AFRICAN REGION
Rukangu, Simon Meru
School of Education, Meru University of Science and Technology Nairobi, Kenya. Email: simonrukangu@yahoo.com
Accepted 8 September 2014
Causes of
diversified mathematics curriculum changes in U.S.A, Europe and Russia
have basically been technological driven compared to other regions. Yet,
mathematics has consistently remained a central and important subject in
all school curriculum levels. Its immense relationship with other
subject areas has created not only pressure on students’ performance in
various examinations but also acts as “frustrating belts” for their
future careers. Various policy changes, threatening demands for specific
entries into the different career training institutions emphasize on
mathematical grades. Direct employment requirements and teaching styles
for teachers have often used mathematics for selection purposes. Yet,
real mathematical knowledge for socioeconomic development is least
solicited from individuals. Priorities for alleviating poor results in
mathematics have been identified in various African countries such as
Kenya, Zimbabwe and Namibia. Nevertheless, the improvement, if any, is
minimal while socio-economic development continues to drop. Poor
socio-economic development can be linked to poor learning in
mathematics. Currently the subject’s learning procedures produce few
individuals with good grades in mathematics. It is important to note
that good grades per se are not sufficient to enhance socioeconomic
development in Africa. There are other mathematical issues that are
closely related to such development, which the teaching and learning of
mathematics must address. Consequently, this paper addresses such issues
including problem solving and equity for mathematical education. Others
are issues relating to poverty, politics and forming a wider learning
environment for mathematics education in schools. Unless such issues,
and the equity in mathematics in particular are fully addressed, the
students’ endless poor performance will continue to form a strong base
for poor socioeconomic performance in Africa. This is the essence of
this article.
Cite This Article as: Rukangu SM (2014). Contribution of ineffective teaching and learning of Mathematics to regional disparities in socio economic development in African region. Inter. J. Acad. Res. Educ. Rev. 2(8): 170-177.
This is an Open Access article distributed under the terms of the
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