The Centre designed the mathematics teaching modules to address the problems of what to teach and how to teach mathematics in schools. They are lesson notes to guide the teacher in effective and efficient teaching revealing the background in formation of the topics, teaching materials needed, teaching procedure and the evaluation procedure.
The modules have been adjudged to be capable of enabling teachers handle teaching more effectively, and also to be able to improve the performances of students in mathematics through improved strategies and also to arouse and sustain the interest of teachers and students in the teaching and learning of mathematics.
This Project aims at improving the instructional component of School Mathematics with the sole objective of creating a new methodology capable of enhancing students' performance in mathematics in public examinations. It equally generates students' interest and excitement about learning mathematics, through the use of games.
The Mathematical Games have the advantage of—
i. reducing tension and boredom;
ii. Enriching the mathematics vocabulary,
iii. Introducing new ideas,
iv. allowing for individual differences,
v. Review of variety of mathematical skills to reinforce specific ones;
vi. Generation of interest and excitement about learning mathematics,
vii. Improvement of study habit, and
viii. the development of positive attitudes toward mathematics:
This project is charged with the responsibility of developing Teaching models, workbooks and how to effectively use these instructional materials to achieve the Centre's mandate. It therefore has the task of achieving the following objectives.
i. Demystifying the teaching and learning of mathematics at all levels of education.
ii. Disabusing the fallacy that mathematics is abstract.
iii. Making mathematics practical and real
iv. training teachers on new innovations
v. introduce students games and how to play the games
In an effort to further demystify mathematics, mathematics laboratories were introduced where students perform experiments to make mathematics real to them.
Mathematics Kits were introduced into the laboratories to further make the subject real and familiar.
The Mathematical kits and Laboratory Project has been so successful that the Federal government, through a project with UNESCO/ETF, requested the Centre to supply to some experimental schools. Some State Governments have also placed order for the novel teaching aids after the Centre organized a Workshop for Directors of Education, Science and Technology from all States of the Federation.
This device with a projector can be used to teach a large class of students without the physical presence of a teacher; it can be used by individual or group of students working at individual pace.
The Whiz Teacher Software is a powerful teaching aid that will demystify teaching and learning of mathematics.
Following the success story of the Whiz Teacher, the Federal Ministry of Education ordered for the installation of Whiz Teacher Software all Unity Schools in Nigeria.
The Mental Math Project (MMP) has two components—
i. Mental Arithmetic with Chinese abacus;
ii. Solution of Rubik's cube with mathematical algorithms.
Mental arithmetic is a form of calculation which is solely done by human mind using mental power or performing mathematical calculations mentally, without using any physical or external instruments such as a computer, calculator, paper or pencil. Mental Arithmetic taps the mental capabilities of human brain to solve mathematical problems with speed and accuracy by visualizing the abacus in one's mind thus stimulating the right and left brain while doing computation.
Mental Math with both Chinese abacus and the Rubik's cube also builds the power of concentration.
This is a programme to develop and implement strategies for teaching and learning of mathematical Sciences at the school level through the conduct of series of two week intensive summer/ holiday teaching programme for JSS I-III and SSS I and SSS II students nationwide. Mathematical Sciences Teacher (MAN members) from across the country and unity schools are recruited and paid to participate in this programme. Strategies adopted include—
i. Interactive and Active Learning Approach for all Learners.
ii. Provision of relevant and current textbooks for all participants.
iii. Practical approach to solving mathematical problems
In order to administer high quality training for the unemployed mathematical sciences graduates (Mathematics, Theoretical Physics, Computer Sciences, Statistic and Mathematics Education), the Centre usually host a one month intensive course (lasting 4 weeks) and examination which provide intensive training in some of the core undergraduate courses. Successful candidates are made to participate in a 2-month Foundation Postgraduate courses, while others go through one month training on teaching mathematics skills, consulting and entrepreneurship and one month industrial work experience programme.
As part of the celebration of the 2012 Mathematical year in Nigeria, the Management of the National Mathematical Centre, Abuja in collaboration with its relevant partners embarked on series of programmes and events aimed at developing gifted education and international Competitiveness with the aim of mainstreaming the ideals of gifted education into regular secondary schools in line with best global practices. The Project's objectives include—
i. To encourage acquisition of skills for identification and management of gifted children;
ii. To provide strategic tools and personal skills for turning Normal Children to gifted children;
iii. To disseminate strategic skills for mentoring and grooming gifted Children Education.
The Centre desires to have its presence felt more in rural areas in Nigeria by establishing a Mathematics Clinic in every local government area in Nigeria. We have researched successfully into the causes and remedies for the abysmal failures in WAEC, NECO and JAMB Mathematics Examinations and the Centre is quite ready to remedy this situation with the cooperation of all stakeholders in the Nigerian Education Sector, especially State Governments. We have designed the Mathematics Clinics as an innovative strategy to improve the teaching and learning of Mathematics in schools. The Centre has the necessary physical and human resources for this project.
The Activities carried out under the MIP are—
i. Establishing a Mathematics Clinic.
ii. Retraining of teachers on innovative assessment techniques and effective teaching strategies including computer awareness.
iii. Provision of resource materials including the Teaching Modules, and Basic Concepts in Difficult areas in Mathematics,
iv. Counseling and training of teachers, students and school administrators,
v. Monitoring and Evaluation, and
vi. Popularization of Mathematics in the schools in every Local Government Area in Nigeria.
In line with its mandate to identify and encourage young talents in mathematical sciences, the Centre had annually organized talent hunts, national competitions and Nigeria's participation in international mathematics and science competitions to stimulate their enthusiasm for the physical sciences.
The NMC Competitive exams in mathematics and the sciences have now become a national competition and more important, it now serves as the platform for the selection of the best secondary school students to represent Nigeria at the various International Olympiads in mathematical sciences.