INNOVATIVE STRATEGIES FOR TEACHING MATHEMATICS EDUCATION IN NIGERIA: CLASSROOM PRACTICES

Mathematics education in Nigeria continues to face persistent challenges, including low student engagement, traditional teacher-centered instruction, limited instructional resources, and high levels of mathematics anxiety. This chapter examines innovative strategies aimed at improving mathematics classroom practices, emphasizing active learning, technology integration, and culturally responsive pedagogy. Grounded in constructivist, socio-cultural, and cognitive load theories—along with the ethnomathematics framework. It explores how approaches such as inquiry-based learning, collaborative learning, flipped classrooms, gamification, and real-world problem-solving can transform student experiences. These approaches shift the focus from rote learning to deeper conceptual understanding and engagement. In addition, the chapter highlights the importance of formative assessment and the growing role of artificial intelligence in providing timely, personalized feedback to enhance student learning outcomes. It argues for reimagining mathematics instruction to better align with students’ diverse backgrounds and cognitive needs. Practical recommendations are offered for policymakers, curriculum developers, and teacher education institutions, emphasizing the need for systemic reform, sustained professional development, and adequate support structures for teachers to implement these strategies effectively. Ultimately, this chapter provides a comprehensive and contextually relevant framework for rethinking mathematics instruction in Nigeria. By embracing innovation and responsiveness, educators and stakeholders can foster more inclusive, engaging, and effective learning environments that meet the evolving demands of 21st-century education.