TEACHING MATHEMATICS FOR CREATIVITY IN NIGERIA: CHALLENGES AND PROSPECTS
Anyor, Joseph Wuave and Omenka, Jerry Ebere
Department of Science Education, University of Agriculture, Makurdi
Department of Curriculum and Teaching, Benue State University, Makurdi
E-mail: ornguj@yahoo.com, ate2014&@gmail.com, jerryomenka@yahoo.com
Abstract: This paper discusses the need for teaching mathematics for creativity in Nigeria, the need stems from the significant role mathematics plays for the development of science and technology which are in turn indices for national development. The paper addressed the concept of mathematical creativity which is principally to create something new or unusual and the ability to see new relationships between techniques and areas of application as well as making associations between unrelated ideas. This was followed by pointing out the indicators of mathematical creativity as attitudes, abilities and methods of preparation and manipulation of information. The condition under which mathematical creativity can occur were raised such as conducive environment, creative thinking, among others. Also raised was the state of teaching mathematics in Nigeria which is characterized by conventional method of teaching and does not provide for mathematical creativity. However, mathematical creativity in the Nigerian classrooms is to produce citizens with excellent mathematical knowledge to compete favourably in the world economy. The paper equally highlighted the challenges to include overcrowded classrooms which do not augur well for autonomous learning essential for development of mathematical creativity. However, these challenges can be overcome by creating, conducive learning environment aided by teaching technologies to mention but a few. The paper concludes by stressing the fact that creativity is what makes the difference between developed and developing nations. Hence if Nigeria must develop scientifically, socially, economically and technologically her citizens must acquire mathematical creativity.