VEJOH - VERITAS JOURNAL OF HUMANITIES

A central dynamic of pedagogical change is the pursuit of modern and improved response to educational challenges. A majority of secondary school students regard mathematics as difficult for its intricacy. The outcome of this is mirrored in their graded scores in internal and external examinations. One repelling factor is that mathematics is usually presented as a subject that is rigid to calculations and symbols without any bearing or rapport with textual materials. With the current global embrace of interdisciplinary approach and the shift from STEM to STEAM, this study examined the possibility of using the English Language classroom to enhance the learning of mathematics in our secondary schools using Ifo Local Government Area of Ogun State as the study population. Data collected from 200 teachers comprising teachers of English Language, Mathematics and science subjects were analysed using the chi square statistics and the descriptive survey method. Findings show that the English Language classroom can be of immense help in the learning of mathematics leaning on textual materials in various lessons. Recommendations include an action plan by secondary school education policy makers and collaboration between teachers of English Language and teachers of Mathematics.

Open Full Text (PDF)