Abstract:
The Mathematics curricula of Secondary Schools and Universities provide some of the most basic framework for the teaching and learning of Mathematics.These curricula have been in use and yet very few students apply to study mathematics at the tertiary level. Most students fail in mathematics and mathematics based courses. Some students who were very good in mathematics in the primary and sometimes in the secondary schools detest the subject as they come up to the tertiary level. The analysis and comparison of the Mathematics curricula in senior secondary school (S.S.S.) and Universities becomes inevitable to confirm how these affect students' attitudes toward the study of Mathematics. Five research questions were posed and six hypotheses were formulated to guide the study. The entire university mathematics academic community constituted the target population. Systematic random technique was employed in selecting a sample size of 22 lecturers and 50 undergraduates. A face validated questionnaire with provisions for undergraduates' and lecturers' responses, constructed using the Likert method of 5-point scale, were administered to the subjects. Content analysis of the undergraduate university and S.S.S. Mathematics course content/curricula, were made. The tools for analysis included percentages, mean, standard deviation and Pearson-Product moment Coefficient of correlation 'r', which was subjected to a test of 0.5 level of significance. The major findings were that: - there is significant relationship between high student enrolment in mathematics programmes and future prospects of mathematics. - There is significant relationship between positive attitude towards the study of mathematics and effectiveness of mathematics curricula. except for few courses like Functional Analysis, Abstract Algebra, Real & Numerical analysis, partial differential equations and topology, there is significant linkage between University mathematics and senior secondary mathematics. - there is significant relationship between good mathematics teaching and qualification of the teacher. - there is significant relationship between high enrolment in mathematics programmes and incentives derived from mathematics. Based on these findings, it was recommended that qualified mathematics graduates with knowledge of psychology of learning should be employed to teach secondary school mathematics. Students should devote more time on the study of mathematics. The areas of relevance of mathematics in the society should be emphasised while delivering lectures on the different courses at all levels.
