Search
Full Library 410 resources
-
Significant progress has been achieved in universal basic education in African countries since the late 1990s. This study provides empirical evidence on the within- and across-country variation in numeracy skills performance among children based on nationally representative data from eight African countries (DR Congo, The Gambia, Ghana, Lesotho, Sierra Leone, Togo, Tunisia, and Zimbabwe). We assess whether and to what extent children with disabilities lag in numeracy skills and how much it...
-
In this paper we discuss findings of a study that investigated the resources and language that teachers in Malawi use to teach the concept of zero. In Malawi primary schools, textual resources available to teachers are mainly the curriculum materials in the form of syllabus, teacher guides and learner textbooks. The syllabus and teacher guides are in English while the learner textbooks are in Chichewa as teaching is in Chichewa or other local language in the first 4 years of primary school....
-
This article analyses the context and status of mathematics education reform in Malawi. It describes four interrelated developments in the reform of secondary education in general, and mathematics education in particular, in Malawi. These developments are concerned with attempts to increase access to secondary education for a majority of Malawians and to provide a mathematical education that is relevant to the needs of the current society. Although these are promising developments in line...
-
During the last decades, the study of how learners and teachers of mathematics use the resource of language has contributed to our understanding of mathematics teaching and learning in a variety of classrooms and cultures. Developmental work with mathematics teachers on the particular resource of mathematics teaching talk is more recent. In order to explore responses related to the importance of this talk, in this paper we consider three sites of practice in mathematics education—research,...
-
In Zambia, as well as many other African and non-Western cultures, the extent and kind of children’s chores may contribute to their learning, yet often also conflict with their schooling. In the moderation analysis we present in this manuscript, we aimed to explore the interactive effects of schooling and chores on children’s mathematics performance at different levels of math knowledge and computational skill, taking into account how the assessment questions were presented. The sample...
-
Purpose The aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning. Design/methodology/approach This study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content...
-
Changing teachers’ practice is difficult, especially in low- and middle-income contexts (LMIC). Recently, with attention turning to improving early mathematics in addition to reading outcomes, donors, governments, and non-governmental organizations (NGOs) are grappling with the design of mathematics interventions and supportive policies. However, there is limited evidence showing how to change teachers’ practices in early mathematics classrooms in LMIC. For this exploratory study, the...
-
In this this article we discuss findings from an investigation of whether female student teachers would choose to study mathematics if it were optional for primary teacher education in Malawi. A mixed methods research methodology was used to collect data through survey and focus group discussions (FGDs). Five hundred and twenty three female students from 6 public teacher education colleges completed a questionnaire, and 160 of them participated in FGDs. A descriptive statistical analysis was...
-
In this chapter we discuss professional growth of mathematics teacher educators through collaboration that was triggered by a professional development (PD) programme. Mathematics teacher educators at all eight public primary teacher training colleges in Malawi participated in the PD which ran from May 2016 to November 2018. In May and November two to three teacher colleges came together for a workshop, and in between, they conducted lesson studies at their colleges with guidance from the...
-
Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for...
Explore
Country
Publication year
-
Between 1900 and 1999
(7)
-
Between 1980 and 1989
(1)
- 1981 (1)
- Between 1990 and 1999 (6)
-
Between 1980 and 1989
(1)
-
Between 2000 and 2024
(376)
- Between 2000 and 2009 (30)
- Between 2010 and 2019 (238)
- Between 2020 and 2024 (108)
- Unknown (27)