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so it may just be ignored. This in part may be the reason why

mathematical instructional aids are lacking in most schools in Nigeria. Hence local production of such instructional materials

may be the way out. This will drastically reduce cost of procurement of such aids, or may even eliminate money

altogether in some cases.

(ii) Even if funds to buy all that is needed are available, some important/basic and relevant aids may not be available in the

market.

(iii) Another good reason for local production is that the process of production itself is very educative. The fact that learners have

been part of the production may help them to understand the

concepts faster.

Generally however, for any type of instructional aid, it is advisable to

use durable materials to avoid quick damaging so that the items can be used for long. It is also a good idea to consider a good storage facility where all the Instructional aids can be safely kept, and from where they

could be brought out when needed.

ANSWERS TO SELF ASSESSMENT EXERCISES

SELF ASSESSMENT EXERCISE 1

The following are two major issues to consider in using instructional

aids.

(i) The instructional aid i will use will depend upon the objective of

my lesson; i.e. what the lesson is out to achieve. One of the

purposes of using instructional aids is to enhance the achievement of my lessons. I will therefore select for the use instructional aid that will help towards the achievement of the objective of my lesson.

(ii) The instructional aid is to help complement my effort as a teacher

in achieving the objective of my teaching. I will therefore use it as

such; i.e. I will not allow it to replace me, but rather to complement my effort. For example I will not leave the children

unattended to just because I have given them instructional aid to

work with.

SELF ASSESSMENT EXERCISE 2

Three reasons why a mathematics teacher should consider producing

instructional materials locally includes the following:-

(i) The school or Educational agency may not be able to provide the fund required to purchase all the instructional materials that will

require for all mathematics lesson. This is because the fund

required may be huge; considering the fact that similar demands

may be made by other subject teachers apart from other educational demands. If it is therefore left for the

school/educational aids may not be available for use.

(ii) Sometimes, such instructional aids as may be needed may not be

available in the market. So even if the funds were available, the needed materials may not be there; hence local production may

be the way out.

(iii) The process of producing the instructional materials can be very educative because the producers are gaining experiences. Hence

local production, they will learn in the process. This in turn may

help them to understand better and faster the mathematical concept they are meant to learn through the use of instructional

aids

4.0 CONCLUSION

The role of instructional aid in the teaching and learning of mathematics is so major that any mathematics teacher ought to see its usage as an integral part of his teaching. This being so, it is also important that the teacher make good selection of the instructional aids he will use, hence

he needs to be acquainted with the features of good instructional

materials.

In addition, it is important that the teacher consider producing most of the instructional aids that he will need and use as huge cost, inability to source fund and even non-availability of the items needed may hinder

the good will of using instructional aids.

5.0 SUMMARY

In this unit, you have been exposed to:-

(i) The features of good instructional aids.

(ii) Factors to be considered when using instructional aids (iii) Production of Instructional materials locally and (iv) Guidelines in the production process.

6.0 TUTOR MARKED ASSIGNMENT

As a mathematics teacher, you should have criteria for selecting good instructional materials; give ten features of good instructional aids.

7.0 REFERENCES/FURTHER READINGS

Ezikwe R. O. and Obodo G. C. (1991) the Teaching of Mathematics in Schools and Colleges. Division of General Studies, College of