ABSTRACT
Mathematics plays an important role in scientific advancement and development in general. The study is designed to examine the attitude of teachers, parents and pupils to the use of mother tongue in teaching mathematics. Therefore, this study using a sample of 210 (99 pupils, 99 parents and 12 teachers) investigated parents, teachers and pupils’ attitude either positive or negative to the use of mother tongue in teaching mathematics at the lower primary schools in Yewa South Local Government Area of Ogun State.
The findings revealed that parents and pupils (both male and female) have positive attitude to the use of mother tongue in teaching mathematics at the lower primary school while teachers have negative attitude to the use of mother tongue in teaching mathematics. Public primary schools pupils have positive attitude to the use of mother tongue in teaching mathematics while Private primary school pupils have negative attitude to the use of mother tongue in teaching mathematics.
Based on the findings it was recommended among other things that government should place sanction on schools and teachers that failed to use mother tongue to teach mathematics at the lower primary schools and that schools in conjunction with government and other stakeholders in education should organize orientation for teachers, pupils and parents on the importance of using mother tongue to teach mathematics at lower primary schools in Nigeria. There should be dictionary of mathematics in mother tongue for lower primary schools to enable the teachers discharge their duties effectively.
CHAPTER ONE
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Introduction
1.1 Background to the Study
Language is the expression of ideas by means of speech-sounds combined into words. Words are combined into sentences; this combination is used to express ideas. We cannot escape the influences of language even by silence as it is required to grasp things intellectually and to get others to do so, to a large extent, language defines humanity. In the process of classroom interaction, language is the main tool (Lopez, 2007). Oginni (2013) stated that language is the key to the heart of people if we lose the key, we lose the people. If one treasures the key and keeps it safe, it will unlock the door to untold riches, riches that cannot be guessed at from other side of the door.
According to Kembo-Sure (2000) “When we speak about language and its meaning, we often do so from the point of view of what it does or what we use it for (its functions)”. Lopez (2000) looks at these acts as being dialogic and communicative in nature. David (2006) stated that language is undoubtedly one of the most important area of the curriculum. They provide a child with the tools to communicate and at the same time form an integral part of the creative process that results to communication. It is for this reason that the choice of language of instruction in any school curriculum is usually made with care.
Because of the colonial legacy in matters relating to language in education, most African countries which were once colonized (Nigeria included) are often faced with difficult choices when it comes to the language taught and learnt and the language used for instruction. This usually comes as a result of entrenchment of colonial languages into the education system and the conviction that mother tongue languages have a role to play in the education system (Hassana, 2006). Unfortunately, the use of mother tongue in teaching mathematics has not been encouraged in the Nigeria school system (Kolawole, 2005). This to a large extent deter the implementation of mother tongue as a language of instruction especially in the teaching of core subject like mathematics.
Many people consider mathematics as a key to open future career options (Stafslien, 2001). Mathematics refers to a deep understanding about life and explanations for natural phenomena (Papanastasiou, 2002). Therefore, mathematics is in the middle of today’s reform efforts that intend to establish a system for guiding pupils in their learning and understanding of mathematics (Smith, 2000; Franke and Kazemi, 2001). Primary school provides the good foundation of mathematics as well as pupils who will be future scientists, engineers, doctors, technologists capable of managing the resources of the country for the attainment of self reliance, technological growth and advancement (Abubakar, 2011).
As posited by Balogun (2002), Mathematics instruction is a training of logical thinking and a means of solving many problems as it is confronted with finding solutions to problems that have not been provided by a similar type. People who have become more and more skeptical towards mathematics saw it as a subject (discipline) that pursue needless complications, inventing unrealistic problems and prescribing solving methods within the frame of elementary mathematics (Adenegan 2001). To this end, Adenegan (2003) highlighted the importance of mathematics under four broad functions- utilitarian, cultural, social and personal functions.
In a nutshell, mathematics is now an enormously useful science which, in order to attain this status, have to cross a desert of usefulness where mathematics was nursed tenderly as a science of mind (Balogun, 2002). Astronomy is a practical science of mathematics as it is used to foretell the calendar, feast, eclipses, wars, pestilence, whirlwinds, storms and the future of nation and even of individuals (Adenegan, 2003). In Nigeria, a credit in mathematics is required for admission to countless programs of study at the tertiary level of education. Ekhaguere (2010) asserted that in view of this fate-determining place of mathematics in the nation’s educational system, a policy must be formulated and implemented toward ensuring that no child is left behind in mathematics at the pre-tertiary level of education.
The Federal government of Nigeria stated and clarified the goals of primary education concerning mathematics in Section 4 page 13 of the National Policy on Education (2013) for the benefit of all citizens and the realities of the modern world.
Goals of primary education concerning mathematics are to enable the pupils:
- Acquire understanding of numbers and numeration
- Develop ability to perform the four basic operations (addition, subtraction, multiplication and division)
- Develop skills in measurement, approximation and estimation
- Develop spatial concepts and ability to use them
- Acquire the techniques of collecting, representing and interpreting data
- Develop positive attitudes towards mathematics and make good use of leisure time
- Develop techniques of investigation and problem solving strategies.
The word “attitude” could mean different things to different people depending on the context. This is due to its cognitive, emotional and behavioural components (Boliner & Wanke, 2002). The Oxford English Dictionary defines attitude as a way of thinking (cognitive) or a posture of the body (emotional) or self – confident or hostile behaviour (behavioural). The definition of attitude towards mathematics is numerous as researchers’ conception, ideas and perspectives vary. According to a point of view, the attitude towards mathematics could be positive or negative emotional disposition towards mathematics (Zan & Martino, 2007). Thus, attitude of individual towards mathematics could be viewed as the emotions that one associates with mathematics or the belief about mathematics or behaviour towards the subject which could be either positive or negative. Research reports on attitude in mathematics education have revealed that attitude play a crucial role in learning mathematics and connection between positive attitude and achievement in mathematics is inconclusive (Zan & Martino, 2007). Attempt to improve attitude towards mathematics at lower level provides bases for higher studies in mathematics and also causes effect in achievement of mathematics at secondary school level (Ma & Xu, 2004).
Martino & Zan (2009) stated that in studying attitude towards mathematics, many instruments have been developed based on various definitions of attitude and have generally moved from being quantitative to being qualitative in nature. They discover three prominent components to attitude: emotional disposition, vision of mathematics, and perceived competence. However, a more recent analysis of past research has proven that the stability of beliefs is unsupported and therefore the stability of attitudes is also unsupported (Liljedahl, 2012). This implies that attitudes have the potential to be modified. Learning environment, teacher quality, and meaningful teaching methods have been considered as factors of change in studies on modification of attitude. Interestingly enough, the teacher emerges as a crucial mediating factor with respect to these three dimensions and it is the most recurrent factor linked to changes in a student’s attitude toward mathematics.
Ajayi (2005) stated that, no foreign language can take the place of the mother tongue and no system of education can afford to regard it, without serious detriment to the mental development of the child. Thought and language are together as an entity. One is dependent on the other for its existence. They grow and decay together, the child thinks and dreams in the language through which he acquires the firsthand experience of life (Itchison, 2001). Even the United Nation Education Scientific and Cultural Organization (UNESCO, 2003) found out that children will excel more when taught in local language. All great, highly developed countries of the world speak their own languages, including the newly emerging economic and industrial powers of South-East Asia, even though they were colonized by Britain that had colonized Nigeria. The challenges of teaching in mother tongue may remain unattainable unless Nigeria education system is decolonized (Adekunle, 2008).
The National Policy on Education (NPE, 2013) affirmed that Government recognizes the important of language as a means of promoting social interaction, national cohesion and preservation of our culture. In the interest of national unity, it is expedient that every child shall be required to learn one of three major Nigerian languages Hausa, Igbo or Yoruba.
According to the National Policy on Education published in 2013, section 2(ii) which stated that:
“Government will ensure that the medium of instruction will be principally the mother tongue or the language of the immediate community.”
Also, the section 3(xx) of the same National Policy on Education stated that:
“Government will see to it that the medium of instruction in the primary school is initially the mother tongue of the immediate community and at a later stage English”.
The importance of Nigerian language in the educational process is stated in section one.
“In addition to appreciating the importance of language in educational process, and as a means of preserving peoples’ culture, the government considers it in the best interest of national unity that each child should be encouraged to learn one of the three major languages other than his mother tongue.
This policy as noted by Lawal (2005) “has been very difficult to implement because of the attitude of the educated class who will rather have their children taught English Language right from the cradle”. There is need for mathematics experts in Nigeria to shrug off colonial mentality by discarding English and developing a curriculum and textbooks in mathematics that will meet up the cultural, ethnic and linguistic diversity of the three major Nigerian languages- Yoruba, Igbo and Hausa. Teaching in mother tongue also bring closer to children mathematics example and concepts, it helps the children to develop a mathematical vocabulary in the mother tongue. It equally helps adults who are not literate in English to understand and appreciate mathematics.
Muthwii (2001) argues that teachers cited shortage of vocabulary in mother tongue as one of the problems of teaching mathematics through mother tongue which is the principal reason why some pupils cannot interpret mathematical language correctly and this had contributed to the high rate of failure in mathematics. To help learners master more challenging contents, teacher must go far beyond dispensing information, giving test and giving grade (Odogwu, 2002). Weber (2008) averred that to lead pupils to develop accurate criteria for what constitutes a good argument, the teacher must have a solid understanding of such criteria. Brock-Utne & Alidou (2006) observe that teachers will be obliged to use explanations in the mother tongue and limit their questions to those of low-order cognitive value. Linguistic stereotyping on the part of the teacher may also leads to misleading evaluation where a pupil might look sound and intelligent when he is not. Such pupil sound intelligent simply because he is able to express himself fluently in English language, so the teacher needs to undermine stereotyping in order to encourage classroom communication and eradicate inappropriate labeling (Weber, 2008).
Lawal (2005) noted that “parents out of ignorance insulate the children from the mother-tongue to induce facility in the use of English Language thus depriving children of a basic source of education and imaginative development”. At the same time, some parents are proud to tell their friends ‘my children speak only English’ (Emenyonu, 2007). The adverse effect of this situation is that many of these youths may become culturally misplaced which in effect leads to serious social and educational problems (Olaolorun, Ikonta & Adeosun, 2013). Most parents discourage their child from counting numbers in their mother tongue and a situation whereby the mother observes that her child is being taught mathematics or any other subject in mother tongue, the parent may report such teacher to the school authority, take the pupil away from the school or raised the issue during the Parent Teacher Association (PTA) meeting resulting to the teacher being labeled as “local teacher” especially by parents, colleague and even the pupils.
Many private schools prohibit the use of what they call vernacular (mother tongue), while most parents especially mothers will not consider taking their children to a school where the mother tongue is used as a medium of instruction, as such will be termed “local schools”. This is in line with the assertion of Lawal (2005) that, it is no exaggeration that the use of the mother-tongue is completely banned in some private schools. According to Jannina & Mark (2004), mother tongue was christened as vernacular which means language spoken by the barbarians. This may be seen as what contribute to the problem encountered in implementing the mother tongue as a language of instruction in Nigeria.
The language used to convey mathematical ideas to pupils have become a topic of increasing concern to mathematics educator (Bolaji 2007). The teaching of mathematics like any other school subject must be done using a language best understood by the recipients if the basic concepts, principles and laws of mathematics are to be meaningful to children. Fafunwa (1999) asserted that children should be given early education in mother tongue, because it will last longer in their memory than any other tongue. It is therefore generally accepted that in teaching and learning processes, the mother tongue of the child is of utmost importance.
At this juncture, it is very imperative to look at whether teachers, pupils and parents attitude towards the use of mother tongue has bearing on the teaching of mathematics. It is important to draw attention to the presence of the problems and to the basis of the problems observed and discuss what will be found out, recommend what could be done to reduce them if they cannot be totally eradicated. Garret (2000) asserts that “we also have to obtain information about what learners feel about this language (mother tongue). Weidmann & Humphrey (2002) state that investigation into pupils’ mathematics attitude and perspective not only informs teachers, parents and administrators about students needs, but also serves as a catalyst for reform in mathematics education.
This study examine teachers, parents and pupils attitude to the use of mother tongue as a language of instruction in the teaching of mathematics at the lower primary school.
1.2 Statement of the Problem
The attitude which pupils have towards mathematics may influence the kinds of behaviours they exhibit when learning mathematics. The researcher observed that Mother Tongue as a language of instruction stipulated in the National Policy on Education is facing stiff competition from other languages and because of the position it has been assigned, it is on the verge of losing the battle against these other languages most especially in the teaching of the subjects that seems to be abstract in nature like mathematics. Considering the fact that mathematics is logical (sensible and reasonable) led many pupils to develop negative attitude towards the subject. It has been noted that some teachers find it difficult to instruct the pupils using the indigenous languages and cited shortage of vocabulary in mother tongue as one of the problems of teaching with the mother tongue which is the principal reason why some pupils cannot interpret mathematical language correctly and this had contributed to the high rate of failure in mathematics. Mother tongue has no inherent incapability to express the idea of mathematics. Although, some words may be missing, this can be solved through codification and modernization. Hence, this study investigates the attitude of teachers, parents and pupils to the use of mother tongue in the teaching of mathematics.
1.3 Research Questions
- What is the attitude of primary school pupils to the use of mother tongue in the teaching of mathematics?
- Will the attitude of male and female primary school pupils to the use of mother tongue in the teaching of mathematics differ?
- Is there any difference in the attitude of public primary school pupils and private primary school pupils to the use of mother tongue in the teaching of mathematics?
- What is the attitude of parent to the use of mother tongue in the teaching of mathematics at the lower primary school?
- What is the attitude of primary school teachers to the use of mother tongue in teaching mathematics?
1.4 Scope of the Study
The study includes two hundred and ten participants (210) comprising of ninety-nine primary three pupils and their respective mother and twelve mathematics teachers from six (6) randomly selected primary schools in Yewa South Local Government Area of Ogun State. The study focus on the attitude of pupils, parents and teachers to the use of mother tongue in the teaching of mathematics in both public and private schools.
1.5 Significance of the Study.
Mathematics has been identified as a tool for both scientific and technological advancement by the Nigerian Government. Apart from the huge sum of money sunk for the up-liftment of mathematics teaching and learning, outcome are yet to yield the expected result required for the development of the nation. This study will help mathematics educators in assisting pupils to learn to organize facts, seeing relationship or pattern using mother tongue. The study would show the effectiveness of using mother tongue in teaching mathematics in primary schools. The findings would be used as a guide to the government in planning and improving mathematics in schools.
This study would be helpful to other stakeholders in mathematics education in their efforts towards development of mathematics materials that will stimulate and arouse the interest of the pupils, thereby correcting pupils’ negative attitude. The study would also prove useful to the students and scholars of mathematics as a reference material especially where they engage in research of similar nature. The findings of the study would also encourage scholars in other disciplines to engage in research of similar nature.
There is need to have national language for instruction rather than the use English Language for mathematics. The study would also reveal the attitudes of pupils, parents and teachers to the use of mother tongue in teaching mathematics.
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