Teachers’ Perception of the new Nine-Year Basic Education Mathematics Curriculum in Nigeria


The study investigated the perception of primary and junior secondary mathematics teachers on the new nine-year basic education mathematics curriculum in Nigeria. A descriptive survey design was adopted for the study and the participants were two hundred experienced mathematics teachers in forty public primary schools and twenty junior secondary schools in Calabar Municipality and Calabar North Local Government Areas of Cross River State, Nigeria. One instrument tagged “perception of teachers of the new basic education mathematics curriculum’’ was used for data collection. The results showed that teachers’ perception of the new nine year basic education mathematics curriculum was high and their perceptions were neither gender sensitive nor academic qualification specific. However, teachers showed a high degree of ownership of the content of the new basic education mathematics curriculum despite their lack of necessary training in the principles underpinning the curriculum.