Diversity, Equity and Mathematics Learning: A consideration of the Literacy Approach
Abiodun. A. Popoola PhD.
Department of Curriculum
Ekiti State University, Ado Ekiti,

Abstract
The study examined the diversity, equity and Mathematics learning through literacy approach on students ’achievement in Mathematics in Secondary Schools in Ekiti State, included Nigeria Participants 160 students in Ekiti State Secondary Schools who answered questions on the diversity of language for teaching Mathematics, use of different language in learning Mathematics, influence of qualification, experience and sex of teachers on the ability to diversity language in the teaching of Mathematics and the use of mother tongue and English language to teach Mathematics among others. The data collected were analysed using percentages, means, standard deviation, Analysis of Covariance (ANCOVA) and Multiple Regressions. The outcome of the study was that students who were taught using English language, English language + mother tongue had the highest scores than the other groups, teachers ’qualification, teachers ’experience and teachers ’sex influence the use of literacy approach on students ’achievement in Mathematics. Finally, teachers ’sex is found to be the best predictor of teachers ’use of literacy approach in .Mathematics. The study pointed out that teachers ’ qualification; experience and sex have equity in both male and female students and teachers. It was suggested that secondary school teachers should use different languages to teach Mathematics in order to have better performance of students in the classroom
Keyword: interaction, communication, language, achievement, mother-tongue, teachers

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