Abuja: Prof. Samson Afolabi of the Mathematics Education, National Open University of Nigeria (NOUN) has called for a shift from rote learning to practical, technology-driven Mathematics Education. Afolabi made the call on Thursday at the 41st inaugural lecture entitled ‘The What, Why, Who, How, When and Where: My Storey in the Edifice of Mathematics Education,’ in Abuja.
According to News Agency of Nigeria (NAN), the lecture highlighted the growing importance of instructional resources, cloud computing, mobile learning, and social media as tools for improving students’ attitudes toward mathematics and expanding learning opportunities beyond the classroom. Afolabi emphasized that this approach would promote critical thinking, peace, innovation, and sustainable national development in the country.
He asserted that mathematics is a strategic instrument for scientific advancement, economic growth, and sustainable national development. Afolabi further argued that Mathematics Education should evolve beyond formulas and classroom theories to hands-on experiences that enable learners to solve real-life problems while developing values necessary for peaceful coexistence.
Afolabi stressed that effective mathematics teaching should integrate cognitive, affective, and psychomotor learning domains. He noted that values like truthfulness, discipline, tolerance, and honesty are essential for peace and national development. He warned that neglecting the affective aspect of learning could produce knowledgeable graduates who lack moral values and social responsibility.
He also advocated for teaching methods that encourage educators to embrace innovation, noting that the COVID-19 pandemic highlighted the need for teachers to teach beyond their existing knowledge through digital collaboration and emerging technologies. Afolabi mentioned that studies showed the frequency of mathematics study, rather than gender, as a stronger predictor of academic achievement, challenging long-held stereotypes about the subject.
The professor distinguished between mathematicians and mathematics educators, explaining their differing goals, outputs, audiences, and activities. Afolabi advocated for early exposure to mathematics, regular daily study, and timely interventions across all education levels to strengthen learners’ competence and prepare them for global competitiveness.
According to him, mathematics education should extend beyond conventional classrooms to laboratories, virtual environments, and real-life settings where learners can apply concepts meaningfully. He emphasized that technology integration, democratic leadership, and institutional innovation are crucial for improving access, equity, and quality in education.
Afolabi called for harmonized international standards for evaluating academic output, promoting fairness and strengthening Nigeria’s competitiveness in global scholarship. He urged the university management to establish a doctoral program in Mathematics Education, noting the absence of such a program compels many graduates to seek further studies elsewhere.
He maintained that mathematics, when taught through innovation, inclusiveness, and practical application, becomes a strategic tool for transforming individuals, institutions, and nations. He highlighted that adopting learner-centered approaches would reduce mathematics anxiety, strengthen critical thinking, and prepare graduates with skills required in the 21st-century knowledge economy.
Earlier, Prof. Christine Ofulue, Deputy Vice-Chancellor, Technology, Innovation, and Research, who represented the Vice-Chancellor, Prof. Uduma Uduma, described inaugural lectures as important academic traditions that celebrate scholarship and demonstrate the impact of research on society. Ofulue acknowledged the traditional perception of mathematics as a difficult subject, attributing this challenge partly to ineffective teaching methods. She expressed optimism that the lecture would provide fresh insights into improving mathematics teaching and learning in Nigeria.