Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready?

This chapter investigates the readiness and disposition of mathematics teachers in high school to adopt Fourth Industrial Revolution (4IR) technological tools to enhance their teaching methodologies and student learning. As technologies are developed within Industry 4.0, they also become available as by-products for education, changing the rules and norms of learning. An immediate concern is how school mathematics teachers in Nigeria are preparing to develop a mindset to embrace these digital tools and be ready for new teaching and learning processes. A non-experimental design of survey research type was adopted. A self-developed instrument with a content validity index of 0.96 and MacDonald Omega reliability index of 0.84 was used to gather information. The purposive sampling technique selected 211 mathematics teachers in three education districts of Lagos State, Nigeria. Obtained data were analysed using descriptive statistics, sample t-test, and one-way analysis of variance (ANOVA) at a 0.05 significance level. The finding showed that mathematics teachers are ready to embrace the 4IR skills and emerging technologies. In addition, there was no statistically significant difference in the disposition of male and female teachers toward adopting relevant 4IR skills. However, various age brackets differ in their readiness to embrace 4IR technological tools. The findings contribute to adopting emerging technologies to teach mathematics education in sub-Saharan Africa and chart a new path for school administrators, mathematics teachers, and stakeholders in the education sector to aid policy design in the direction of 4IR.