Strategies for Attaining Quality Mathematics Education for Sustainable Development in Nigeria: Possible Way Forward in the 21st Century.

Abstract

Quality Mathematics Education for sustainable development in Nigeria is indeed imperative in this era of 21st century. The reason is obvious in recent times from reports that mere acquisition of mathematics literacy and competencies is inadequate. This is because the reports continue to show students /pupils distaste for the subject. Precisely, UNESCO (2012) reported that mathematics knowledge and competencies fall short of the expected level due to continuous low achievement of students in teachers and standardized examination /assessments. That is the reason why this paper is per scoping Quality Mathematics education in 21st century under the following sub-headings : Quality mathematics education and sustainable development with main paragraphs as the role of quality mathematics education in sustainable development and what the mathematics teachers need to know; Challenges facing mathematics education in 21st century; and the possible way forward in form of suggestions for achieving quality mathematics education for sustainable development. The challenges facing mathematics education in 21st century include: building a professional consensus about the value and accessibility of a challenging mathematics education for everyone, building a professional consensus about teaching and learning mathematics. It was concluded that the sustainable development which is required for a developing nation like Nigeria needs quality mathematics education. As such the interplay of Mathematics/Teacher factor relationship resulting to quality teaching and learning of mathematics is a panacea for mathematics education and it sustainability. Recommendations were made that Governments t different levels particularly the federal has been doing a lot towards the enhancement of mathematics education. However, there is still need for special focus on quality mathematics education whereby tertiary institutions such as Colleges of Educations, Universities faculties of Education / National Institute of Education and National Teachers Institute (NTI) that are concerned with mathematics teachers’ preparation should put more emphasis in the programme of Teacher Education in conducting and using current researches, particularly action research.