Mathematics Is Not Difficult When Taught Right – Obiora

Ezeado Obiora Melitus is an award-winning Mathematics teacher, named FCT Best Teacher of the Year in 2024 and 2025, and recently nominated by the US Department of State’s Bureau of Educational and Cultural Affairs (ECA) for the 2026 Fulbright Teaching Excellence and Achievement (TEA) Programme in the USA. In this interview with HENRY TYOHEMBA, he shares his journey in teaching Mathematics and how he simplifies complex concepts for his students.

Can you tell me about your journey into the teaching profession and what motivated you to become a Mathematics and Further Mathematics teacher despite having a background in Industrial Physics?

My journey into the teaching profession began with my academic training in Industrial Physics, which provided me with a strong foundation in analytical thinking, problem-solving, and applied Mathematics. During my undergraduate studies, and especially during my NYSC service at the FCT Department of Science and Technology, I was involved in setting Mathematics, Physics, and Chemistry questions for national competitions such as the NNPC/OPEC quizzes. This experience revealed my passion for teaching and mentoring young minds. I discovered that I had a natural ability to break down complex scientific and mathematical concepts into simple, understandable ideas. I also realised that Mathematics is the backbone of science, technology, and innovation, and teaching it effectively could empower students across all disciplines. This conviction motivated me to pursue a PGDE in Mathematics, transition fully into teaching Mathematics and Further Mathematics, and eventually specialise in STEM education, digital learning, and mentorship. Teaching for me is not just a career but a calling to shape future innovators and leaders.

How have you influenced students’ interest and performance in Mathematics, a subject many learners often find challenging?

Over the years, I have influenced students’ interest and performance in Mathematics by changing how the subject is taught and experienced. I emphasise conceptual understanding, real-life applications, and technology-driven instruction rather than rote memorisation. By integrating AI tools, digital simulations, robotics, coding, and project-based learning, I help students see Mathematics as practical, relevant, and achievable. As a STEM Coordinator, I expose students to national and international competitions such as Technovation Girls, ExxonMobil STEM Africa, Nigerian Society of Engineers Talent Hunts, UNESCO programmes, and APWEN initiatives. These platforms motivate learners, build confidence, and turn Mathematics into a tool for creativity and innovation. Many students who initially struggled have gone on to achieve distinction grades in WAEC and NECO and pursue careers in engineering, ICT, and applied sciences.

You have received several prestigious recognitions, including multiple FCT Best Teacher awards. What do these honours mean to you personally and professionally?

Receiving several prestigious recognitions has been deeply humbling and professionally affirming. In 2022, I became the 4th Runner-Up Best Public Senior Secondary School Teacher in Nigeria, in addition to being recognised as the Best Teacher in FCT, alongside numerous other awards at state, national, and international levels. Personally, these honours affirm that excellence, dedication, and innovation in public education are still valued and impactful. Professionally, these recognitions validate my commitment to student-centred teaching, STEM innovation, mentorship, and the effective integration of technology in Mathematics and Further Mathematics education. I see these awards not merely as personal achievements but as evidence that public school teachers can compete nationally and globally when given the right support. Furthermore, my nomination in 2026 by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) to participate in the Fulbright Teaching Excellence and Achievement (TEA) Program in the United States represents a major milestone in my career. This nomination strengthens my resolve to enhance my teaching practice, learn global best practices, and deliberately give back to society and communities by mentoring teachers, empowering students, and improving educational outcomes.

How did your invitation by UNESCO in 2022 and your nomination for the 2026 Fulbright Teaching Excellence and Achievement Programme shape your outlook on education and global best practices?

My invitation by UNESCO in 2022 and nomination for the 2026 Fulbright TEA Program significantly shaped my outlook on education. These experiences exposed me to global best practices, including inquiry-based learning, inclusive education, digital pedagogy, and cross-cultural collaboration.

They reinforced my belief that Nigerian teachers are globally competitive and that local classrooms can meet international standards when innovation, collaboration, and continuous professional development are prioritised. These opportunities have strengthened my commitment to aligning local teaching practices with global educational trends, particularly in STEM, AI integration, and student-centred learning.

From your experience in public secondary schools, what are the major challenges facing teachers today in Nigeria, and what practical solutions would you recommend?

From my experience in public secondary schools, major challenges facing teachers in Nigeria include limited instructional resources, overcrowded classrooms, inadequate training in emerging technologies, and low teacher morale. Practical solutions include:

Sustained professional development programmes focused on digital and STEM education, adoption of low-cost, technology-enabled teaching tools

Improved policy support, motivation, and recognition for teachers

Strengthened school–industry and international partnerships

My experience coordinating STEM competitions and international collaborations demonstrates that innovation and excellence are achievable even with limited resources when teachers are empowered.

Looking ahead, how do you plan to use your international exposure and experience to give back to your community, improve education in FCT, and inspire the next generation of teachers?

Looking ahead, I plan to use my international exposure, professional experience, and global networks to give back meaningfully to my community and the education system in FCT and Nigeria at large. My focus is on mentoring young teachers, expanding digital learning platforms, and providing open-access academic resources for public schools.

I also intend to strengthen STEM education for girls, building on my work with Technovation Girls, APWEN, UNESCO, and international partners. Ultimately, my goal is to inspire a new generation of teachers and learners who see education as a powerful tool for national development, innovation, and global relevance.