Revitalizing Mathematics Education in Nigeria: A Caution for Sustainability

Abstract

Failure trend of students in Mathematics examinations portray weak Mathematics Education which indicates unsustainability and form hindrance to development in Nigeria. Students, teachers, parents, and society are in dilemma about the situation which has led to attribution problem that degenerated to questions like who is to be blamed for students’ failure in Mathematics, who should take responsibility for Mathematics learning, and who should set goal for students in Mathematics? In answering the questions, a descriptive survey research design was adopted and the result was that students, teachers, parents, and society have their own quota of blame, responsibility, and goal setting roles. The result was discussed, considering students’ attribution, teachers’ attribution, parents’ attribution, and society’s attribution and identified the ways forward. It was recommended among others that. The students should take more responsibility for Mathematics learning by increasing their autonomy through the effort of the teacher. The teachers should increase their goal setting roles by training their students on learning strategies such as Students Goal Setting and Students Growth Mindset Setting.