Perceptions of Using Mother-Tongue on Mathematics Teaching among Primary School Teachers in Ilorin, Kwara State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026483Keywords:
Mother-tongue, Mathematics Teaching, Primary School TeachersAbstract
Language serves as the vehicle through which mathematical ideas, symbols, and operations are communicated. This study investigated the prospects and problems of the use of mother-tongue in teaching mathematics as perceived by primary school teachers in Ilorin, Nigeria. Three research questions were raised according to the purpose of the study. This research was descriptive of the survey type. The population for the study was all primary school teachers in Ilorin city. Simple random sampling technique was used to select 59 mathematics teachers across the primary schools in Ilorin. The research instrument used for data collection in this study was a questionnaire (PPUMIQ). The PPUMIQ was given to three experienced lecturers for face and content validity. The reliability of the instrument was ascertained using Cronbach Alpha statistical analysis and reliability value of 0.79 was obtained. Descriptive statistics of mean and standard deviations were used to answer the research questions raised for the study. Findings showed that use of mother-tongue for teaching primary school mathematics enhanced pupils’ active participation, eagerness to learn, easy grasp of the idea, encourages smooth interactions with their teachers, students’ value for their language and improved academic performance. In addition, problems associated with the use of mother-tongue for mathematics instruction were; unavailability of materials and resources, discouragement from educated parents, lack training for teachers and inadequate technology. It was therefore recommended that Teacher Professional development training programmes should be organized for teachers, encourage collaborative research with parents and community members, and develop inclusive curriculum for pupils in Ilorin.
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