Abstract
Differences in the perception of the difficulty level of integrating specific educational objectives into
Mathematics teaching between beginner and experienced secondary school Mathematics teachers was
examined. One hundred and seventeen Mathematics teachers from State Secondary Schools in
Anambra, Nigeria were included in the investigation. A descriptive survey instrument was constructed
for the study which incorporated 32 items in the areas of Planning Instruction (PI), Implementing
Instruction (II), Use of Educational Technology (ET), and Maintenance of Discipline (MD). Analysis of the
survey results showed that: a. There was a significant difference between beginner and experienced
teachers in their perceptions of the difficulty of integrating PI, II, and MD educational objectives into
Mathematics classes, b. There was no significant difference between experienced and beginner
teachers in their perceptions of the difficulty of integrating ET into their classroom teaching, and c. The
perceived level of difficulty experienced by Mathematics teachers in using those skills is independent
of gender. The results of this study suggest that, student Mathematics teachers should be prepared by
their various institutions as to the importance and methods of implementation of the educational
objectives defined by the survey items in this study.
Key words: Mathematical skill, Nigeria, secondary school, student Mathematics teachers
