The Building Blocks of Early Mathematics: Learning Developmental Paths For Young Children

Abstract

This research adopts a descriptive survey method to evaluate the building blocks of early mathematics for young children at primary school level in Ondo State. The research team worked with a sample of ten classroom teachersrandomly selected from ten different Primary schools in Ondo City of Ondo State. They used structure questionnaire designed to elicit information for analysis. Data collected from the field was analyzed using descriptive and inferential statistical tools. Frequency counts and mean scores were used to answer the research questionswhile t-testwas used to evaluate the hypotheses at 0.05 level ofsignificance. Resultsshowthat teachersface significant challenges, including inadequate instructional aids, cultural limitations, and technological gaps, which hamper effective teaching. The study reveals scaffolded learning, teacher-learner interaction, and learner involvement and engagement as the most effective pedagogical approaches. There is no significant difference between innovative pedagogical approaches and inequities in access to quality education, hence it isrecommended that teachersreceive ongoing professional development, particularly in the areas of differentiated instruction and the use of technology and play-based learning in early childhood education asthiswill help thembetterimplementthese innovativemethods and addressthe diverse needs of learners. Schools, especially in under-resourced areas,should be equipped with adequate instructional materials, technology, and hands-on manipulatives. Governments and stakeholdersshould prioritize the provision ofthese resourcesto enhance the effectiveness ofinnovative teachingapproaches.

Akintewe B.N., Ikechukwu M. F., and Ishola I. A. The Building Blocks of Early Mathematics: Learning Developmental Paths For Young Children. Ibadan Journal of Educational Studies, 22(2), 1-11.