Mathematics is the language of science and technology. It is the creation of the human mind. Its knowledge, skills, applications, and competence is required in the 21st century that is technologically-driven. However, students’ achievement and performance, and their ability to apply the little knowledge gained in the subject has continuously remained low. This has become a matter of concern to all stakeholders in the education industry, to the extent that urgent steps need to be taken to re-position the situation. Ale and Adetula (2010),  reported that the demarcation between industrialized and wealthy (developed) nations and the non-industrialized and poor (undeveloped) nations is based on their level of mathematical attainment and ingenuity. This implies that without mathematics there is no science and without science there is no modern technology, and without modern technology there is no modern society. Therefore, mathematics remains the cognitive tool that can take any nation to its dream of scientific and technological developments.

1. IMPROVING STUDENTS’ LEARNING OPPORTUNITIES IN MATHEMATICS
THROUGH CREATIVITY FOR BEST PRACTICES IN THE GLOBAL COMPETITIVE
WORLD
BY
GOLJI, GODFREY GOPEP
(GSM NUMBER: 08065541494, E-MAIL ADDRESS:
godfreygolji@gmail.com)
AND
ABRAHAM K. D. DANGPE Ph.D
(GSM NUMBER 08063575818, E-MAIL
ADDRESS:kohopwen@yahoo.com)
MATHEMATICS DEPARTMENT
FEDERAL COLLEGE OF EDUCATION PANKSHIN
PLATEAU STATE, NIGERIA

2. INTRODUCTION
Mathematics is the language of science and technology. It is the creation of
the human mind. Its knowledge, skills, applications, and competence is
required in the 21st century that is technologically-driven. However,
students’ achievement and performance, and their ability to apply the little
knowledge gained in the subject has continuously remained low. This has
become a matter of concern to all stakeholders in the education industry,
to the extent that urgent steps need to be taken to re-position the
situation. Ale and Adetula (2010), reported that the demarcation between
industrialized and wealthy (developed) nations and the non-industrialized
and poor (undeveloped) nations is based on their level of mathematical
attainment and ingenuity. This implies that without mathematics there is
no science and without science there is no modern technology, and
without modern technology there is no modern society. Therefore,
mathematics remains the cognitive tool that can take any nation to its
dream of scientific and technological developments.

3. Introduction cont’d
 Similarly, to be relevant in the 21st century that is technologically-driven,
requires effective knowledge of mathematical skills. As such, Lassa
(2012), asserted that the uses to which our society puts on mathematics have
always influence the review of mathematics curriculum in our schools to
reflect the necessary changes required to meet up with our societal needs and
challenges. Thus, reflecting that mathematics has to be dynamic and creative.
Since mathematics is a creative subject, then teachers need to be prepared to
present its contents in different ways. The importance placed on mathematics
as well as its consistent contributions to the development of human
endeavours has earned the subject a prominence it enjoys among other school
subjects taught at primary and secondary school levels. Mathematics as
recommended and endorsed by Federal Government of Nigeria (FGN) (2004)
has remained a core subject at both the primary and secondary schools.
Similarly, on graduation at the SSCE level, a credit pass in the subject is a
prerequisite for admission into the tertiary institutions of learning in Nigeria.
However, its teaching in most of our schools is predominantly content based
with few applications of the mathematical concepts, skills, and theories
brought into the classroom set up.

4. Introduction cont’d
 This rest in the mathematics teachers’ ability to provide the
type of instruction that will meet the challenges of the 21st
century knowledge-based society of being creative to
survive in the global competitive world. Emefo and Okeke
(2014), stated that creative teaching which aims at
developing students’ own creative thinking processes is an
attempt to shift the focus from teacher delivery towards the
students learning. This will ultimately determine the
opportunities students have to become creative learners
and thinkers. Therefore, the quality of creativity a
mathematics teacher possess in a society or community is a
determinant of the scientific knowledge provided in that
community.

5. The concept of creativity
The desire by humankind to devise means of doing certain things different
from its original process is considered an act of creativity. This brings into
effect the use of other terms to qualify this action such as; originality,
insight, gifted, intelligent, creative genius among others. Musa (2008),
defines creativity as possibility thinking in everyday life challenges and
going beyond the obvious. All these have been the bases and foundation
upon which mathematical concepts are built as revealed from the
historical development of mathematics. The world we live in has kept on
changing over the years, especially in the present scientific and
technological world. Therefore, children at home are challenged with the
use of computers, handsets and their internet facilities with little or no
deliberate efforts made to guide them on how these devices could be used
to obtain the desired results. No one cares about what are the innovations
involved, the values inherent in these devices, and how could they be used
to solve mathematical problems?

6. The concept of creativity cont’d
 Therefore, Agommuoh and Ndirika (2014), have emphasized that for a
student to be creative, there is the need to develop the skills required to
view things in new ways and from different perspectives including
ability to generate new alternatives. This implies that the end product
of creativity is to change the existing direction of reasoning, giving
birth to a new but useful one. In mathematics, students are often
challenged with one societal problem or the other which has been
solved using a particular procedure, as the learner gets exposed to these
processes, there is every reason for them to be given the opportunity to
think and approach the problem from another dimension which yields
the same result. Thus, creative thinking remains an integral part to all
kinds of problems learners encounter in their day to day activities in
mathematics, to figure out the necessary information and data
required to deal with the problems.

7. Mathematics teacher characteristics and
creativity
The realization of the importance of teachers in the educational
development of any nation, and the need to produce teachers that will be
able to motivate their students to achieve their potentials have informed
the need to have teachers who are highly qualified and motivated. The
role of teachers in the implementation of any curriculum cannot be
overstressed. To this end, the Federal Government of Nigeria (FGN)
(2004) through the national policy on education emphasized that no
nation can rise above the quality of its teachers. This implies that giving
the best educational policy, curriculum design and commitment of high
expenditure on education, the ultimate realization of this dream depends
on the teacher. This is because they are responsible for translating policy
into actions as well as principles into practice, using their interactions
with the students during teaching and learning processes.

8. Mathematics teacher characteristics
and creativity cont’d
 According to research reports; Matazu (2009), Achuonye (2010), and Ibrahim
(2010), science, technology and mathematics education teachers hold the key
to national development and survival. The teacher remains a catalyst for
change, positive transformation in any society whether developed, developing
or underdeveloped. Just as the saying goes. “You cannot give what you do not
have”. This implies that for a mathematics teacher to foster creativity in the
teaching learning processes, the teacher himself need to have the variety of
creativity skills adequately developed at his or her finger tips. Since creative
imagination is the driving force leading to creativity. It goes beyond ordinary
talents as they accommodate all shades of learners. The creative teacher needs
to use a variety of experiences and skills that maximize the learners’ potentials
to the best of their abilities. Augbe (2008), in support of this, posited that
some of the characteristics that promote creativity among learners include:
 Good knowledge of the subject matter, the learner and the creative
imagination.
 Resourcefulness during classroom interaction.

9. Teaching mathematics with the right mind-set
 Mathematics reveals hidden patterns in a mathematical problem having
developed in them the right mind set. However, the old approach still
being used in our classrooms today is that students are not expected to
figure out methods by themselves but to think of mathematics as rules
handed over to them by experts to memorize. However with creative skill
of asking why and how at each stage of a problem solving situation, they
can develop their own strategies for problem solving in new but similar
situations using the same patterns. Teachers should understand that for
effective learning to take place, the right mind set of explaining where the
concept under consideration could be applied, helps in sustaining the
interest and attention spand of the learners.

10. Creativity processes
 Since creativity as defined above is an act, its processes require the ability to
develop in the learner the skill of being open-minded in our cognitive thinking
processes. Uzoechi (2014), identified two phases to include the generative and
the explorative. Polya in schoenfeld (2012) illustrated that for students to gain a
sense of mathematical enterprise, their experiences with mathematics must be
consistent with the way mathematics is done. Schoenfeld, argues that students
develop their sense of mathematics, and how they use mathematics from their
experience with the subject mostly in the classrooms. Therefore, classroom
mathematics must reflect on its sense making using relevant activities that
students can comprehend and apply mathematics in meaningful ventures in
real life situations.
 The learners need to be exposed in divergent ways of exploring through
problem solving as opined by Polya with provisions for tracking back to see the
relevance of the solution processes and allowing colleagues to criticize the
processes. Thus, building the required level of confidence and respect for other
peoples opinions in all the learners. This could be seen or observed as other
students make inputs into the completed tasks for possible errors.

11. Enhancing mathematics creativity among
learners
 Our students of this day see schooling as the possession of school certificates which
entitles them to believe that the world owes them a living; contrary to the fact that what
rather should be thought of is that every individual owe himself a living. Therefore, you
have to work for your living. Teachers should in the widest sense consider the students he
teaches as preparation for useful living. Uzoechi (2014), asserted that to develop and
nurture the characteristics and traits of being creative among learners require teachers’
ability to provide a creativity friendly, rich, and tolerant environment. This includes
giving the learners the confidence that:
1. Originality in thinking is rewarding
2. There are risks involved in creative thinking processes as solutions to problems are
sought.
3. Learners should be open minded, and free to express themselves as well as ask
questions.
4. There are challenging but achievable tasks.
5. Learners are at liberty to explore possibilities and visualize alternatives.
6. Complexities can be broken down into simpler and workable units.
7. At each stage of problem solving, one can review progress to share ideas.
8. Group work is allowed and encouraged to respect other learners’ opinions and share
ideas.

12. Mathematics creativity and global
competitiveness
 The world today operates in different facets with developed nations struggling to maintain
their positions or competing for recognition in their various scientific, technological,
educational, economic and industrial dispositions. While the developing and the
underdeveloped nations look up to them for opportunities to adopt or adapt based on their
individual and collective needs. This is a reflection that the world is a family, a village, a
town or a community with all the characteristics mentioned above. Therefore, Nigeria
cannot be an exception in the current global competitiveness in mathematics considering
its application in science and technology. This has been supported by former President
Jonathan (2015), who in his key-note address to Nigeria Economic Summit Group (NESG),
directed that NESG should come up with a workable framework for overhauling the
country’s subsistence education policy developed 45 years ago to meet the 21st century
realities. The President went on to identify access, quality and equity as issues that must be
addressed in the new policy frame work at the primary, secondary, and tertiary levels of
education.
 We need to consider the submission of the former minister of education, (Ezekwesili,
2015), that the level of our achievement in education visa-vis students’ performance had
tended to grow in reverse proportion to increased funding. In other words, the more money
we threw at the problem, the higher the failure rate we recorded. As reported by the
summit, one clear point that emerged is that, in as much as funding is key to salvaging
Nigeria’s education problem, it is not the biggest problem. The biggest challenge is the
political will to do the right thing by putting a proper and workable system in place. It has
also failed to create the enabling conducive learning environment necessary and sufficient
for the private sector and donor agencies to come in and assist.

13. conclusion
 In conclusion, the mathematics teacher holds the key
that will transform the needed creativity skills
required for global competitiveness among learners.
The present mathematics curriculum in operation at
the primary and secondary schools should be
presented with creativity in mind. This will help in
motivating the students to figure out their ingenuity
for applications in new and novel situations that
abound in the global market. Teachers should have at
their finger tips the process skills required at the
lesson preparation stage to guide the learners.

14. Recommendations
Based on the discussions enumerated above the following recommendations were made.
 Not accepting the defeatist attitude to life. This implies that the school should develop in
the learner the attitude of having the disposition to always give any challenge another
trial even if one fails to succeed on one or two trials.
 Develop in the students the attitude of healthy competitive struggles among learners as
they individually and collectively work to overcome their challenges in life.
 Teachers should develop the culture of high academic excellence through the use of
creative thinking processes, consistent hard work for global competitiveness.
 Deliberate efforts must therefore, be made by the teacher to acquire the necessary
qualities and characteristics to function effectively in the teaching learning processes.
 The inclusion of creativity skills in the teacher training programme remains a task to be
considered for the development of life long skills among students in the global
competitive world.
 Mathematics teacher mentorship will go a long way to reduce some of the challenges they
pass through especially in the new curriculum in use at the basic and post basic levels.

15. The end
 Thank you all for listening and be creative as we
compete mathematically in the global technological
scene.