Chapter 8: Nigerian Teachers’ Perceptions of using Multiple Representations to Solve Mathematics Problems

The use of representations in the teaching and learning of mathematics has shown promise. Representation can mean both the actual materials and images used to illustrate a mathematical idea, such as a model created from plastic classroom manipulatives, and it can also mean the act of generating such forms. This study of 71 grade eight teachers in Nigeria used a survey to examine participants’ self-reported beliefs and knowledge about the use of representations in mathematics teaching. A subset of the teachers was also interviewed and asked to solve mathematics-related problems. The results suggest that, in most cases, while teachers were interested in learning more, their understanding of types of representations tended to be centered around the more mathematically traditional ones such as symbols and graphs, with the teachers themselves doing the representing. There was little evidence that teachers supported students in generating their own representations to solve problems. Teachers expressed interest in the potential of representations, but indicated they needed more professional training in order to do so. Recommendations for teacher education and professional development are included.