Mathematics Teacher

Mathematics Teacher

Better Treasure International School is a private educational institution located in Minna, Niger State, Nigeria. The school places a heavy emphasis on futuristic, practical skills alongside traditional academics, preparing students through hands-on learning fields such as coding, robotics, and drone-building

Mathematics Teacher

• Job Type Full Time
• Qualification BA/BSc/HND
• Experience
• Location Niger
• Job Field Education / Teaching / Training

KEY RESPONSIBILITIES

• Diagnose Each Student's Mathematical Ability

• Within the first two weeks of each term, the teacher must establish the mathematical starting point of every assigned student.

Responsibilities include:

• Administering a baseline assessment covering relevant prerequisite skills and current curriculum expectations.

• Identifying specific weaknesses, including gaps from previous classes.

• Distinguishing between students who lack conceptual understanding, students who make procedural errors and students who struggle to interpret questions.

• Identifying students who are already proficient and require more challenging work.

• Creating an individual mathematics progress record for each student.

• Grouping students temporarily according to the skills they need to develop, rather than relying exclusively on their class or general academic reputation.

• Required output: A baseline assessment report showing each student's strengths, weaknesses, current level and priority learning targets.

• Expected standard: Every assigned student has a documented starting point and an actionable plan for improvement.

• Deliver Mastery-Based Mathematics Instruction

• The teacher must organise learning around specific, measurable competencies.

• For every topic, the teacher must define what students should be able to do independently by the end of the learning sequence.

• Implement Focused Learning Sessions

• BTIS intends to draw on the focused, data-driven learning principles associated with the 2 Hour Learning model.

• The Mathematics Teacher must be capable of organising learning into purposeful, distraction-free sessions that maximise the amount students understand and retain.

A typical 30-minute focused mathematics session may follow this structure:

• TimeActivityExpected outcome0–3 minutesRetrieval practiceStudents recall relevant prerequisite knowledge.3–8 minutesExplicit instruction or targeted explanationStudents understand the new concept or correct a misconception.8–18 minutesGuided and independent practiceStudents develop accuracy and fluency.18–25 minutesIndependent mastery challengeStudents demonstrate their understanding without excessive assistance.25–30 minutesQuick assessment and feedbackThe teacher identifies mastery, errors and next steps.

• Personalise Instruction According to Student Needs

• Students in the same class may have different mathematical strengths and weaknesses.

• The teacher must be able to respond to those differences.

Responsibilities include:

• Preparing differentiated tasks for students who need additional support, students working at the expected level and students ready for greater challenge.

• Providing targeted remediation for foundational gaps.

• Using flexible learning groups that change as students improve.

• Monitoring individual progress instead of relying only on class averages.

• Providing extension tasks for advanced students.

• Avoiding public comparisons that embarrass students who are struggling.

• Maintaining high expectations for every student, regardless of their starting point.

• For example, in a class studying algebra, one student may need help with multiplication and negative numbers, another may be learning to solve equations, while an advanced student may be ready for multi-step problems.

• The teacher must have a practical plan for addressing these different needs.

• Required output: Differentiated practice materials and evidence that identified students receive appropriate instruction.

• Develop Mathematical Reasoning and Problem-Solving

• BTIS does not want students who can solve only questions that closely resemble examples they have memorised.

• The teacher must develop students' ability to reason, investigate, explain and apply mathematics.

Students should regularly be required to:

• Explain how they arrived at an answer.

• Identify and correct errors in worked solutions.

• Compare different methods of solving the same problem.

• Interpret mathematical information presented in words, tables, graphs and diagrams.

• Solve unfamiliar problems.

• Justify why a method works.

• Estimate answers and determine whether results are reasonable.

• Apply mathematical concepts to practical situations.

• Where appropriate, lessons should incorporate problems involving budgeting, business profits, discounts, interest, measurements, construction, agriculture, data analysis, probability and technology.

• For example, students could calculate the cost, expected revenue and profit of a small school-based enterprise, then explain the assumptions behind their calculations.

• Expected standard: Students can explain their reasoning and apply their knowledge to problems beyond routine textbook exercises.

• Deliver the Nigerian Curriculum and Examination Preparation

• The teacher must deliver the approved Nigerian curriculum for the classes assigned.

Responsibilities include:

• Working with the applicable NERDC curriculum and approved school schemes of work.

• Ensuring coverage of required topics and learning objectives.

• Preparing students for relevant examinations, including BECE, WAEC, NECO and UTME/JAMB, according to their class and examination pathway.

• Using past questions to diagnose weaknesses and improve examination technique.

• Teaching students how to interpret examination questions, manage time and avoid common mathematical errors.

• Monitoring performance against examination requirements.

• Ensuring that examination preparation does not replace conceptual understanding.

• Providing targeted revision based on assessment evidence.

• Where Cambridge or IGCSE mathematics is offered, the teacher must understand the relevant syllabus and assessment requirements.

• Expected standard: Students develop both sound mathematical understanding and the ability to demonstrate that understanding under examination conditions.

• Use Technology and AI to Improve Learning

• The Mathematics Teacher must be willing and able to use technology as a practical instructional tool.

Responsibilities include:

• Using approved digital resources to provide additional explanations,