Transforming University Mathematics Education for Innovation, Creativity, and Sustainable Development: Perspectives of Mathematics Education Lecturers in Niger State, Nigeria

Abstract

This study presents a survey of Mathematics lecturers’ perspectives on transforming mathematics education as a tool for fostering technological innovation within the faculty of Education in Universities’ across Niger State, Nigeria. A descriptive survey research design was employed, with a sample of twenty-nine mathematics lecturers selected through purposive sampling. A researcher-designed questionnaire served as the primary data collection instrument. Experts validated the questionnaire, and its internal consistency was assessed using Cronbach’s Alpha, yielding reliability coefficients of 0.87. Data analysis was conducted using mean and standard deviation, with a criterion mean of 2.5 set as the bench for mark for interpretation. Findings revealed a strong consensus among respondents on the need to shift from traditional rote-based teaching methods to more student-centered, inquiry-based, and interdisciplinary approaches. Respondents also emphasized the importance of equipping mathematics educators with 21st-century skills, including digital literacy, critical thinking, and entrepreneurship. Based on these insights, the study concludes that rethinking mathematics education is imperative to preparing a new generation of teachers capable of driving innovation and sustainable growth. Recommendations include curriculum reforms, targeted teacher training, and the incorporation of problem-based learning strategies that link mathematical concepts to real-world challenges