Abstract
The main objective of this research is to study the relevance of indigenous languages in teaching science education in Nigeria. The paper is very particular to the teaching of Mathematics in Hausa language in the predominant Hausa-speaking community (northern Nigeria). In its purview, the paper specifically concentrates on numerals and numbers in Hausa counting system. It is common knowledge that in the field of Mathematics, numbers are among the basic ingredients in Mathematical operations. In order to strengthen the arguments enunciated in this paper, ten international languages were selected. The languages are; three European languages (English, French and German), three African languages (Arabic, Fulfulde and Zarma) and three Nigerian languages (Yoruba, Igbo and Nupe). This is also to ensure the background of the universality of the number systems in human languages. Hausa is part of the “base 10” group of languages as discovered, which makes it very suitable to accommodate the proposal. Thus, a careful study of Hausa numbers with special treatment in naming the numbers, Mathematical operation, the concept of odd and even numbers and related Hausa ethnomathematics in Hausa cultural perspectives. The findings suggest that, teaching Mathematics in Hausa language is very possible and is the only antidote to the massive failure in the subject in our schools and colleges. The paper therefore, calls on the authorities concerned to urgently pay attention to the need to introduce Mathematical education in all Nigerian languages both at primary, secondary and at advanced levels. The prayer is imperative if we seek to eradicate phobia for Mathematics and to let our educational system address the existing realities.
Author: Bunza, A.M.
