Inclusivity: An effective tool for mathematics classroom practice in Nigerian secondary schools


  • Iliya Joseph Bature Science and Mathematics Education Curtin University Perth Western Australia
  • Bill Atweh


The mathematics classroom in Nigeria is a major problem to teachers and to the students. Most classroom activities look teachers centred as students were mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to the Nigeria mathematics classroom practice. Four mathematics teachers taught a senior secondary two mathematics in one secondary school in Northern Nigeria for a term and they adopted the concept of inclusion in their classroom practice. Six students were also interviewed on the benefits of the new classroom setting to their mathematics classroom learning. There was also a reflection meeting with the teachers on their classroom practice. Data were majorly collected from the Focus group interview with the students and the reflection meetings with the teachers. The results of the study reveal that there was a positive change in students’ attitude towards mathematics classroom practice which makes them learnt more and they felt included in the mathematics classroom practice. And the teachers felt the used of inclusive mathematics classroom makes students learnt more and faster and it reduces the teachers domineering attitude to mathematics classroom practice.