Speaker
Description
Sirajo, S. M.
Yusuf Maitama Sule Federal University of Education, Kano
sirajosadi@gmail.com
Track: Digital Pedagogy and Teaching Innovation
STRATEGIES FOR TRANSITIONING FROM TRADITIONAL PEDAGOGIES TO DIGITAL INNOVATIONS FOR MATHEMATICS EDUCATION IN NIGERIAN UNIVERSITIES
By
Dr. SADI, Mohammed Sirajo
Email: sirajosadi@gmail.com; Phone: +2348032075580
Department of Mathematics Education
Yusuf Maitama Sule Federal University of Education, Kano – Nigeria
Abstract
Mathematics is often considered as one of the most challenging subjects in schools, despite this, it is a fundamental part of our everyday lives. Traditionally, the teacher-centered or direct instruction was the predominant mode of instruction; in which teachers provide specific rules, algorithms, and formulas for students to follow. Usually, Rote Memorization, Drill and Practices are employed to achieve fluency and precision in executing mathematical operations. Today, there is a significant shift from this traditional pedagogy to digital innovation from rote memorization to active, personalized exploration, by deploying tools like AI tutors and dynamic visualization software, with which students can instantly test concepts, engage with adaptive problems solving, and build a stronger, intuitive grasp. Integrating digital innovations into the mathematics curriculum in Nigerian Universities requires a structured, step-by-step approach; rather than completely overhauling the existing methods. In order to overcome impediments in the transition, it is recommended that authorities should employ strategies that gradually introduces tech tools and encourage active learning through Pedagogical Integration Framework using the SAMR Model, Mapping Software Directly to the Mathematics Curriculum; Software and Content Deployment and Capacity Training for Teachers. These steps would reduce the challenges that would hinder transition.
Key Words: Digital Innovations, Pedagogies, Procedural approach, Strategies, Transitioning