Concepts and Literature Review on Teaching and Learning of Mathematics

The study of quantity, structure, space, and change is known as mathematics. The science that results from the study of numbers and numerical computation is called mathematics. There is no widely agreed-upon definition of mathematics, although it is often characterized as a science that examines self-created abstract structures for their qualities and patterns. According to Elaine((Elain, J. F. (2013),Variable definitions, data and programs for teachers, students and academic achievement, econometrical supplementary materials 73,2, www.econometric, mathematics is the branch of science that works with the logic of amount, form, and order. We use mathematics in everything we do and all around us. Everything we use every day, including mobile devices, buildings, artwork, money, engineering, and even sports, is built on it.

Teaching may be described in a variety of ways, from a variety of angles, and by a variety of persons. Teaching is the act of passing information from sender to receiver and from the recipient back to the sender, according to ((Nwaegbu T. O. (2005), Predicting Students’ Performance in Senior Secondary Certificate Examinations from Performance in Junior Secondary Certificate Examinations in Ondo State.))

According to Nwachukwu (2000), every person goes through this process from the moment they are born until they are buried. This process is known as the “cradle to grave” process. Yet, according to Goble and Porter((Gopal, B. (2010). Digital Games in Education: The Design of Games-Based Learning Environments. Journal of Research on Technology in Education, v40(1), p23-38)), teaching is the act of imparting knowledge to another person. Goble and Porter continue to hold that sharing information with someone who is less knowledgeable than you in order to aid that person in achieving their goals is an act.

While teaching mathematics, a teacher who thinks knowledge can be conveyed to pupils’ minds often uses lecture techniques. These instructors often stand in front of the group while writing formulae on the board and giving various examples for formula practice. Instructors then provide several practice assignments to pupils with the expectation that they would remember the formula. Hüvelmeyer,( 2003).

Yet, several research have shown how this strategy harms kids . Many students conclude that mathematics is either about right or wrong, is unrelated to real life, or is only suitable for smart students as a result of teachers’ tendency to expect students to memorize a lot of facts that may not necessarily make sense to them and ask them to listen and practice many exercises in preparation for a test. This indicates that a student’s performance is greatly influenced by the manner an idea is presented to them by their professors.

According to Onwu((Onwu , J. A. (2001). Need for improvisation in classroom teaching. The Punch, June 20)), learning is a somewhat permanent change in behavior brought on by experience, instruction, practice, or exposure to the environment. The development of new reactions, ideas, abilities, information, and perceptions is a consequence of contact with the environment, he said, and learning is an active process. According to Eke (2003), learning is a continuous process that draws on practice and experience to adapt to and improve the environment.



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