A Systematic Review of the Training of Mathematics Teachers in Nigeria (1990–2020)

Since mathematics is essential for science, technology, and everyday living, the training process of mathematics teachers is crucial for the technological advancement of a nation. This chapter focuses on the systematic review of the trend in the training of mathematics teachers in Nigeria, West Africa, between 1990 and 2020 to understand the current situation. The review investigated pre-service teacher training in Nigeria, focusing on mathematics teacher training, the pre-service mathematics teachers, mathematics curriculum content, pedagogy, practice teaching, programme entry pathways and enrolment trends. The authors also identified developments relative to the fourth industrial revolution (4IR) using publications from three databases and other sources. The authors further examined teaching qualifications and considered the roles of some Government educational parastatals such as the National Universities Commission, National Commission for Colleges of Education, and Teachers’ Registration Council of Nigeria, government policies and the extent of their implementation regarding the training of primary and secondary mathematics teachers. The findings revealed uniformity in admission requirements, academic standards, the need for more mathematics and mathematics pedagogy content, and recognition of teaching as a profession. The authors provided recommendations on addressing identified challenges, which include the non-integration of technologies into teaching to improve the training program and the training and equipping mathematics teachers to teach in the fourth industrial era. The chapter concludes with recommendations to stakeholders, mathematics teachers, and the Nigerian government on ways to harness and improve mathematics teacher training in Nigeria so that science, technology, and mathematics can meet and surpass the growing need in the twenty-first century.