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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...
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For teachers to integrate ethnomathematics approaches, it is essential to understand their views related to the implementation challenges of such approaches. In schools, teachers held previous views and experiences that influenced their integration of ethnomathematics approaches. This study investigates school-related factors that impede the integration of ethnomathematics approaches into the teaching and learning of geometry as well as suggesting possible solutions into mathematics...
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Many Zimbabwean mathematics classrooms have student populations from diverse cultural backgrounds who speak diverse Shona dialects. Most of the mathematics teaching is not related to the learners world or everyday experiences because it is taught in English, a second language for most of these learners. Teachers therefore play a fundamental role in making sure that learners in this bilingual setup understand the mathematical concepts being taught. The debate on whether English or indigenous...
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This qualitative research study explored barriers that impinged on teachers use of their knowledge of students learning styles in teaching mathematics. It was a case study of three secondary schools in the Makoni District of Manicaland Province in Zimbabwe. Participants were fifteen mathematics teachers. Results revealed that the barriers were related to the teachers, the students, the curriculum and the socio-economic status of the schools. Collaborative teaching, formation of mathematics...
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This paper examines the significance and contribution of teaching practice (TP) to the development of pre-service teachers knowledge of teaching mathematics in Zimbabwe. Education researchers, across the globe, concur that teaching practice is an important component of learning to teach. However, underachievement in mathematics the world over has been consistently high, and regardless of the long TP period in Zimbabwe, the failure rate in mathematics in Zimbabwe has always been dismal. This...
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Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners' environment and culture. This article explores teacher-related challenges to the integration of ethnomathematics approaches into the teaching of geometry. Findings are based on feedback received from questionnaires and...
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This paper reports on some aspects of an investigation on the impact of an instructional approach aimed at generating and maintaining students interest in mathematics for secondary school students in displaced and re-settled communities in South Sudan. Two groups of Grade 11 students, an experimental group (E-group) and a control group (C-group), participated in the study. The E-group (n = 31) was taught using a Humour-supported Instructional Approach (H-SIA) and the C-group (n = 20) was...
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The study was premised on the influence of perceptions on the participation of Ordinary Level rural African Zimbabwean female students in mathematics. Qualitative research design grounded in the interpretive paradigm was employed. Eighteen Ordinary Level female students and six teachers purposively selected from three rural co-educational secondary schools participated in the study. Data were generated through lesson observations and semi-structured question type interview guide. Findings...
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The study seeks to investigate when and why primary school teachers (Grades 1 to 7) and their pupils code-switch between English and chiShona during mathematics lessons. It also focuses on the effects of such code-switching on learning outcomes. Ten primary school teachers in Masvingo city former group B schools were videotaped while teaching mathematics. The 10 teachers and 40 of their pupils were later interviewed. It was found that the teachers switch to the mother tongue to clarify...
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This article describes phases of post-lessn reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflective dialogues, and end-of-teaching-practice reflective interviews. A cognitive theory of collaborative reflection with a peer that encapsulates phase characteristics of a post-lesson reflective dialogue is proposed....
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