CHAPTER ONE
INTRODUCTION
Background of the Study
Mathematics was defined by Isineyi, (1990) as a science, which deals with the meaning of numbers and their relationship to space. Ukadike (1997), shared the view that mathematics is indispensable because it has application in all other human activities including school science and technology-based subjects. It has become the central intellectual discipline of the technological society. As such mathematics is one of the most important subjects Nigeria needs in this present era of technological advancement and in the realization of Nigerian vision of the year 2010 (Ukeje, 1997).
In spite of its importance and contributions in development and efforts made to improve the teaching and learning of mathematics in schools, there is still persistent poor achievement of students in mathematics. Studies indicated low level of mathematics achievement for Nigerian Secondary Schools (Obioma and Ohuche, 1987; Ale, 1989; Isineyi, 1990). Again, the Chief Examiner’s reports (WAEC, 2006, 2007 and 2008) stated that the mark for most centers in mathematics was either zero or near zero.
In a nation-wide survey, carried out by Science Teachers’ Association of Nigeria (STAN) on Mathematics and Physics panel, it was observed that majority of secondary school mathematics teachers indicated many concepts/topics that are difficult to teach or learn. The topics indicated include: Algebraic concepts, Series and Sequences (Ozofor, 1993). Algebraic concept has also been identified as one of the mathematics concepts which poses difficulties to secondary school students as established during the Federal Ministry of Education Vacation Course held for mathematics teachers in Owerri Imo State for Science and Mathematics Teachers Vacation Course organized by State Ministry of Education Imo State (2000).
The teaching and learning of mathematics at all levels of the educational system may be described to be in a dismal state, students find it difficult to understand (Amazigo, 2000), teachers find difficulties in teaching many topics (Oyedeji, 1992). Teaching has been described as being ineffective (Oyedeji, 1992). The difficulties of students and the poor teaching usually come to light through the poor performances of students. Students are seen to perform poorly in both internal and external examinations. For instance, in 2009 over 26% of the students failed mathematics in Senior Secondary School Examination (WAEC Chief Report). The situation is most pathetic in the junior secondary level (Ozofor, 1993). Thus, every concerned educationist is seeking a way out of these problems of poor performances in mathematics. One of such ways teaching aids is the mathematical games.
With the relationship of the indispensability of mathematics in the survival of our society and the educational system, mathematics educators have been concerned with the ways in which students learn mathematics effectively and with utmost interest and better achievement. Hence effort now is to use mathematical games to harness the students’ intellectual power.
A mathematical game is a type of play that follows a set of rules, aims at definite goal or outcome, and involves competition against other players or against barriers imposed by the nature of the game itself (Worth 1981). A game is regarded as ‘mathematical when the players can perceive and/or influence the course of the game on the basis of mathematical considerations (Rudiger, 1994).
Mathematical games may be used to introduce concepts as a prelude to explicit teaching or practice skills or consolidate a concept after explicit teaching. Educational games do lead to improved learning (Dennis and Stewart 1999). Some researchers have evaluated the effectiveness of mathematical games and gave reasons for the use of games. Among them are the powerful motivation, involvement, and the development of positive attitudes in learning have long been recognized as being essential and necessary. Games are also valuable for encouraging social skill, for stimulating discussions, helping the development of understanding, for developing strategies for learning new concepts, reinforcing skills and concepts as an aid to symbolization and logic (Old field, 1991).
Ascher and Ascher (1994) asserted that mathematical games are culturally oriented and that each culture has its own sets of mathematical games. They stressed that mathematical ideas are panhuman and are developed within cultures. Mathematical ideas are taken to be those that involve numbers, logic, spatial configuration and most importantly, the combination or organization of these into systems or structures. From culture to culture and within any culture, mathematical games and ideas appear in various contexts, which are either clear-cut or mutually exclusive.