This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale -Comparative Self Report was adapted to measure the students' distinctive appetite for consuming science-related media for personal edification. The correlational analysis of science curiosity scores and the students CGPA indicated a weak negative relationship (r = -0.049, p = 0.621), suggesting an interplay of other important factors in the relationship between academic performance and science curiosity. Based on the findings of this study, it was recommended that key stakeholders of mathematics education consider curiosity as a complex ability related to several functions of the mind and that it enhances systematic commitment on the part of the learner, providing enormous foundational benefits that could be reaped in the process of educating students.

This study examined the effect of mathematics language on students’ interest in statistics in senior secondary school. The study employed quasi-experimental design of non-randomized pretest posttest control group type. Two research questions and two hypotheses guided the study. The sample of this study consisted of 250 Senior Secondary Two (SS2) students chosen out of the target population of 1250 students in all the 10-government grant aided secondary schools in Abuja Municipal Area Council. The sample comprised 125 male and 125 female students.  In each of the four sampled secondary schools, intact classes were used. Two sets of lesson plans on the topics under study were developed for the experimental and control groups respectively. Data were collected using Statistics Interest Inventory (SII). Research questions were answered using means and standard deviations while T-test was used to test the hypotheses at 0.05 alpha level of significance. The reliability coefficient is 0.88. From the research work, it was found out that the mathematical language when properly used improves students’ interest in Statistics and that gender has no significance difference in achievement. The study recommends among others that mathematics teachers should use the mathematical language instruction in teaching Statistics and other topics in mathematics to enhance students’ interest.

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