Emmanuel Asuquo Edoho, Ph.D; Uwase Uwase Esuong & Ekaette Asuquo Edem
Abstract
Curriculum over the years has been seen as a well-planned experiences, aggregate of courses and activities provided for learners under the auspices of a school. The implementation or attainment of the mathematics curriculum has become a great source of concern and worry for educationists and relevant stakeholders in the educational sector. This is due to the high rate of failure recorded yearly in the subject. This has actually caused questions to be raised, thus: Is the mathematics curriculum actually implemented correctly? Are the objectives of the mathematics curriculum achieved? These salient questions raised form the bedrock for this research as it navigates through the mathematics curriculum, its implementation and attainment in Akamkpa Local Government Area of Cross River State. To deal with these salient questions, several professional papers were consulted and reviewed with regard to the educational standard and mathematics curriculum implementation. The study revealed that the implementation of the mathematics curriculum has not been fully attained as most teachers are not even aware of the innovations brought into the curriculum. Several recommendations were made including: the organisation of regular workshops, seminars and short-term training, government provision of mathematics laboratory, especially in all the schools alongside other laboratories to safeguard mathematics equipment, as well as concretise the teaching of mathematics.