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This syllabus has been prepared and produced against the background of the need to set high standards for mathematics education and actualize the country’s vision from ECE through to Teacher Education. It is a culmination of reviews of existing materials and policies from a number of countries both in Africa and beyond with progressive mathematics education. It also draws from studies, research and the country’s policy documents and aspirations.
The following are the underlying principles for the revised Junior Secondary school mathematics syllabus:

  • Equity
  • Orderly and logical progression
  • Varied teaching methodology with subjective learning as the keystone
  • Integration of knowledge, skills and values


1. To foster the development and improvement of learners' intellectual competence in logical reasoning, spatial visualization, analysis and abstract thought.
2. To equip the learner to live in the age of science and technology and enable them contribute to social, economic development of the country.


This Syllabus for Junior Secondary schools aims at enabling learners acquire mathematical knowledge, values and skills for the further study of the subject at the Senior Secondary level as well as apply it in their daily lives. It is for this reason that teachers should focus on encouraging communication of mathematical ideas among learners, emphasize problem solving and application to real life situations besides cultivating interest in the subjects.

The mathematical concepts and principles presented in this syllabus aim to encourage learners to think logically and critically and make connections between topics and with other subjects. To achieve this, teachers should put emphasis on teaching the subject in a manner where learners communicate their mathematical ideas as well as misconceptions. This approach will enhance learners' understanding and appreciation of mathematical concepts and ideas as they construct their own knowledge. Teachers will also need to refocus their teaching approaches and continuously sharpen their pedagogical skills in line with contemporary approaches in the teaching of the subject.
Further, since Mathematics is a discipline with hierarchical concepts and skills, teachers should present it in a systematic manner. In the design of the syllabus, effort has been made to sequence the topics across the entire course of study. Successfully interpretation and implementation of this syllabus however requires flexibility on the part of teachers in order for them to arrange the content in an easy to understand progression so as to improve mathematics education in the country.


Assessment is an important diagnostic tool in the teaching and learning process used to determine whether teaching and learning have taken place or not. It requires well defined rubrics to facilitate a fair and consistent assessment of learner's work as well as clearly defined performance targets at key stages and during the process of teaching and learning.
Classroom based continuous assessment must form an integral part of the implementation of this syllabus. This is in view of the value that this adds to the modification of instruction delivery thereby contributing to best practices by the teacher. In order to attain this, teachers are urged to employ various techniques of assessment according to the topics and themes at various levels. These methods may include learner observation, projects, tests, portfolios and projects among others.


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