How Should We Teach Mathematics in Nigeria? General and Special Educators Remain Divided

The question of how best to teach mathematics continues to generate debate in Nigeria’s education sector, particularly between general education teachers and those in special education.

For years, policymakers and educators have sought ways to improve learning outcomes in mathematics, one of the subjects in which Nigerian students continue to perform poorly in WAEC, NECO, and JAMB. But as seen in other parts of the world, there is no consensus on what good mathematics teaching should look like.

The Debate: Inquiry vs. Explicit Instruction

One central point of disagreement is whether teachers should encourage what is called “productive struggle.” This approach involves giving students challenging, open-ended problems that encourage them to grapple with mathematical concepts and persevere to find solutions. General educators often support this model because it promotes problem-solving skills and independent thinking.

Special educators, however, worry that such approaches could frustrate learners with disabilities or those who struggle with number sense. They prefer explicit, step-by-step teaching, where the teacher models how to solve problems before students are allowed to attempt more complex questions on their own.

This tension between inquiry-based learning and explicit instruction is not unique to Nigeria. A recent study by researchers from the University of Virginia, Boston University, and the University of Delaware highlights how general and special education researchers in the United States conceptualize mathematics teaching differently. According to Nathan Jones, one of the authors, these divides often begin from how teachers are trained in colleges and universities, and they have widespread implications in classrooms.

What Counts as Success in Mathematics?

The study also revealed different ideas of what “success” in mathematics means. Special education researchers often focus on measurable outcomes such as mastering curriculum standards or preparing students for the next stage of schooling. General education researchers, in contrast, emphasize broader goals such as fostering joy in mathematics or encouraging students to use mathematical thinking in civic life.

These findings resonate in the Nigerian context. For many teachers in Nigeria, particularly in special education, success in mathematics is often equated with passing WAEC or NECO. Yet there is growing advocacy among curriculum reformers that mathematics should also help students develop critical thinking skills, creativity, and practical problem-solving abilities beyond examinations.

Policy and Practice in Nigeria

Nigeria has committed to strengthening inclusive education through policies that promote access for learners with disabilities. However, the lack of consensus on effective teaching approaches in mathematics mirrors the challenges highlighted by international researchers.

Julie Cohen, one of the study’s authors, noted that high-quality instructional materials often privilege inquiry-based methods, but techniques researched in special education, such as systematic and explicit instruction, can help scaffold learning for struggling students. In Nigeria, where classrooms are often overcrowded and teacher training uneven, these scaffolding strategies may be crucial to ensuring that no student is left behind.

The debate also underscores the need for reforms in teacher education. Most Nigerian mathematics teachers receive little or no training on inclusive pedagogies, while special educators may not be exposed to modern inquiry-based methods. Bridging this divide in training could improve outcomes for all learners.

Moving Forward

The lesson for Nigeria is clear. Just as researchers abroad have argued, there should not be “winners and losers” in the mathematics education debate. A blended approach is needed, one that combines inquiry-based exploration with explicit instruction and guided practice.

As Jones and his colleagues concluded, the best way forward is to design instruction with marginalized students in mind. For Nigeria, this means ensuring that learners with disabilities and those who struggle with mathematics are placed at the center of instructional planning.