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PROJECT TOPIC- SIGNIFICANT CONTRIBUTIONS OF PROF. RO. OHUCHE IN THE DEVELOPMENT OF MATHEMATICS EDUCATION

PROJECT TOPIC- SIGNIFICANT CONTRIBUTIONS OF PROF. RO. OHUCHE IN THE DEVELOPMENT OF MATHEMATICS EDUCATION

INTRODUCTION

History has recorded the achievements of great men who have contributed towards civilization, especially in the area of mathematics. It has been observed that such records supply historical and cultural ir~litigious f the peoples and times involved (Switz, 1986). Also knowledge of such historic excursions ellipse to motivate young learners.
Iiowcvcr, while historical records abound on the achievements and contributions of Western scholars like 1’~Pythagoras Pascal Euler etc, there seems to be a dearth of such historical records on African cl~orals.

Ont Carroll for this is that early Western scholars were prejudiced in their writings about A I lance modernize African scholars should rise up to this challenge, by documenting the achievements and contributions of their great men and women, especially in mathematics/anathematizes caducei~~ion , 1 I’rot’. R.0. Louche is one of tlie professors 01′ ~mathematics education at the University of Nigeria, Nsuhha and tlle oldest. He is due to retire lion tile University in November, 1995.

Obviously, judging his academic activities he must have made some contribution~~tosw ards the development of mathematics education elsewhere and in Nigeria. The researcher are aware of the several workshops and seminars in which Prof. R.O. Louche had featured as a resource person and actually presented lead papers in some of them (Ohuche, 198 1, 1982, 1992).
Also several publications in mathematics education (Ohuche and Ali, 1989), testify to the fact that he has been quite prolific in the field. Yet, even now as he is retiring, there seems to be no serial documentation of his pioneer contributions for present and future mathematics educators and mathematics education students in Nigeria. Could it mean that his contribution are not significant as to attract the attention of researchers? The question then is: to what extent has Prof. R.O. Ohuclie  unimportant impact on the development of mathematics education in Nigeria and beyond?.

Research Questions

What specific contributions did I’rof. R.O. Ohuche make in the teaching of mathematics?
How much has Prof. R.O. Ohuche contributed in curriculum development, innovation and evaluation in mathematics education?
In what confer~~sec/se~mint~rs/workshops/symposiums aim mathematics education 1~1st’ role’, K,O. Ohuchc prominently featured? I

What specific contributions did Prof. R.O. Louche make in the area of research in mathematics education?
To what extent has Prof. R.O. Ohuche participated in the activities of professional bodies/examining bodies? , .
What are the contributions of Prof. R.O. Ohuche in infrastructural de~elopment in mathemat~c:, educat~on? b What are tlie secrets behind I’lof. R.O. Ohuche’s acIiie\t.~*l~:nts’contrib~~ttio~u>a~r~d~s IIIC develop~i~eonft mathematics education’?
Method . ,.
Design:- The study was historical/case study design.
Instrument.- ‘I’he instrument used for the study was an interview\\ s,dulcimer, \\clinic \ins used in interviewing Prof. R.O. Ohuche. Other primary and secondary sources \\ere also fwd for din;) collection. The interview schedule was validated by 2 experts in measurement and r\valuate~on.
Data Analysis:- Data collected for tlie study was analyzed pure! Quintilian~~\el!. < I results/Discussion . * Questionnaire~i 1
What specific contributions did Prof. R.O. Follicle ~nahein thr ~c.,~cliiI~ci’g,i r~li~t )~l ‘ s~ l l ; l t l ~ r ~ l ~ ; ~ t ~ c.z ‘ ! From the interview report, Prof. R.O. Ohuchc star~rdr c,aching 111 Ic)cS. .~licr1 11sG eneral C’rlziticate in Education (G.C.E) A level. This was .I{ Chenille Me~Dior~;lCl iri~ii~ilS;~clrl acll. .-\propagandize where he taught mathematics and physics in loon~or/Sen~orig h school 1 ; ~IS ~i i~wl l s1.1 1 1960.

hc went to Illinois, on a Federico Government Scholarship Aitard. to stud! electrical c~cringing\\ here lie obtained his B.Sc. (Mathematics) in 1965 and subsequently a Ph.D in Irreducible. I I I So\ c.1ilhc.r. 196’. both from Iowa State University. . .
Between 1964- 1967 IIC t i~~glPl tr ~ – ~ i l l ~i\11~ii1l \C~’aslc ulus ti) undergrntlu:~tcs, I>i h g r i a l u , ~as~s~is tant at
Iowa State Univers~ty HL. continued in 106711~)68a fier his Ph.D iIs ~ I I iI n sl~wttvI L ‘ I I C I ~ I I I ~~ lliithe~natic~
to undergraduates. Pro t’ K.O. Ollucllc w;~st llen employed in 1968 h> ~l lcI l nivers~t) ot’ Sierraleone, Njala, as s senior Icc’turcr in the f i ~ i ~ o~ fl e~dyuc ation. There. hc \\ils rcsp.~nsible for nlilthen~atics

-T HE TEACHER- –
cducation, and taught only u~ldc~graduactoeu rses, since there was no postgraduate programme at Njala.
that time. The courses lie taught were curriculum, research methods ilnd supervision of u~~dergraduate
research. ~,
In 1972, Prof. R . 0 Oiwl ~ ele li Sicrrrrlcnrw, I u v i ~ ~hege n offered ;I job at the University of Liberia as an
associate Profcssor u1’111alIiema~1ecdsu ciition. There, he taught ma~mathematics drrcation courses for both
secondary school t~:acl~er;%rnd prirnay school te:~cl~c.rs.O n Prof, B.O. Uheje’s persuasion, he left Liberia for Alvarl Ikol.u C’ollcge ;cdI ‘ ducar~urO~,u .c~rt III SeptcrAcr, 1975. On Atrivdl, at A.l.C.E,, Owerri. hc b c w ~ ~11c1c 1 irs1 1’1 in, 111.dl c c~i~racnd~ I Ic,id of Uc p , r r t~~o~fc C~i~~trr iculume nd ‘l’eactiiqg.
‘I’he departmental took clung : col ‘~i~~c~o- t caan~dl ~thie~ t~ragi,n ing ol’all lechers in d~ffercnts lihject areas.
I le taught mathematics n~cthods1 Lr orlc and a half ycars.
. r ‘ I ‘ \ F I LA~.I. C.L.,O n c s~I. 1’1.111’.I < ( ) Ohuclx joumcyctl to the chivalry&yo f Nigeria, Nsukka in April, 1977 as a readel A1 U N.N., h t taught all kinds of courses in Measur-elnent and Evaluation, Mathematics Method, and rescarcl~~ l~etlloldo both undergraduate dnd postgraduate students.

He has supervised an appreciable r~~nll,corf postgra.lu& works of which Ile has prduced about 40 master’s degree graduates and ?O 1’li.D~ – five mathematics education, anti xhers in science education and Measurement and Evaluation l \yo of Ilis 1% 11 P ~ O ~ L IOCfo~egSb,u (1984) and Obionla in 1985, wqn. the Vice-chai~ccllor’sm erit awa~d(C invocation Programmer, 1984, 1985).

PROJECT TOPIC- SIGNIFICANT CONTRIBUTIONS OF PROF. RO. OHUCHE IN THE DEVELOPMENT OF MATHEMATICS EDUCATION

Research Questioner 2 

How much has Prof. R.O. Blucher contributed in curriculum development, innovation and evaluation in ‘ mathematics education? . – , ,. ‘ $ , + Prof. X . 0 . Collude~e’i~n solvency~~int c i ~ r r i c i ~ lduev~e~lo~p ment started in Alana University Sierra-lone, where tlwe was ;III aclivt* SC~CI ICC; c . ~ ~ ~ rdiw~el~opIlune~nti c~en tre. He was actively associuted with this ce~ltrca nd played a major role in the establish~nqta f the science Education Programmer for Africa.

He participated actively i l l the developln’cnt of the ~hatl~e~ratiocinates potent of SEPA materials.’ (Ohuche, 1974, 1977). Such materials include; Science source book for teachers (Ohuche and Caytor, 1976, 1978). He was actively involved in StYA up to its last activities in 1980 when it celebrated 20 years of Science Educatio~Ai ctivities in Africa, in Botswana.
Following the establish~incnot f !lie West African Regional Mathematics Programme (WARMP) in 1971 as R follow 1111 (ll’iiw 4’fTiv: r.!n;!~zmaiics Progranln~c (AMP), Prof. R.O. Ohuche was invited to be a ~ I I C I I ~)f ‘~I 1 i 1 ‘ grovel!i~~bgo ard (Collude~e, 1990). Ile was involved very actively in the programmer activities oft WARMP. For iustance, IIC was involved in the development of thc following:

(i) Ghana Mathematics Series for Teacher Training (Williams and Ohuche, 1974; Ohuche, Bortel- Doku and Carpenter, 1975).
(ii) Ghana Mathematics Series Volume One: Answers and Commentary (Ohuche, Bortel-Doky and – Carpenter 1975).
He designed a programmer funded by USAlD to upgrade primary school teachers. He also developed mathematics education courses for secondary and teacher education.
THE TEACHER
Having opted out of WARMP, the Federal Military Government of Nigeria set up the Nigerian Education research Council (NERC) in 1969 to spearhead the work of modernizing the school curriculum (Ohuche, 1978). Prof. R.O. Ohuche played an active role in the teacher training section of the National Mathematics Critique Workshop, Chairmaned by Prof. J.O.C. Ezeilo and held at Bowling Hotel, Onitsha in 1378. This effort produced the mathematics curriculum that is being used presently in
teacher training colleges.
Other area.s in which Prof. R.O. Ohuche participated actively include:
(i) The production of mathematics materials for the Distant Learning System (NCEIDLS) Cycles I to 4.fi.T.I. 1990). He was also involved in the production of the course materials for the primary education in mathematics (N.T.1. 1990).
(ii) Production of major curriculum documents for the National Mathematical Centre, Abuja. These materials include Games and activities at primary and secondary school levels. Prof. R.O. Ohuche also helped in the development of curriculum modules for senior secondary school teachers. Prof. R.O. Ohuche and Prof. (3.0. Obioma were leaders of the senior secondary group.
Within the University of Nigeria Nsukka, there have been curriculum reforms from 1971 when Prof. R.O. Ohuche joined the University till date. He has been fully involved in these reforms. In particular from 1980 to 1982, Prof. R.O. Ohuche was Chairman of Senate Curriculum Committee, which changed the curricular of all course from 9 credit hours to 6 and 3 credit hours.
Prof. R.O. Ohuche has also contributed in curriculum evaluation programmed in Nigeria. For instance, he was a member of the Continuous Assessment Implementation Committee led by Prof. Loyola. ins committee produced the Hand Book on Continuous Assessment.
Research Question

 

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