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*THIS BOOK WILL SOON BE AVAILABLE AS OPEN ACCESS BOOK* This book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper...
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Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching....
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In this paper, I discuss Universal Basic Education (UBE) in relation to the teaching and learning of mathematics in Southern Africa. I present the status of UBE for all countries in the region and then use 3 selected examples: Botswana, Malawi, and Zambia, to illustrate the provision of mathematics in the general framework of UBE in the countries. I draw from results of SACMEQ evaluations to compare the 3 countries’ quality of primary education and also the mathematical achievement of...
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Many countries in Africa have mother tongue policies which require learners to be taught in their mother tongue for at least some years of primary education. This paper discusses the implementation of such policies in relation to mathematics terminology in the teaching and learning of mathematics. I present and discuss two strategies of dealing with mathematical terminology when teaching in the mother tongue: the strategy of developing mathematics registers in the local languages and the...
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We r eport on two c ase s tudies in whi ch we investigated m athematics for tea- ching. We were interested in the mathematical k nowledge teachers need to know, and know how to use, in order to teach mathematics well. The two case studies focused on t he t eaching of pr obability in Gr ade 8 a nd t he t eaching of functions in Grade 10. We discuss the mathematics for teaching probability and functions in terms of the mathematical 'problem solving' or 'mathematical work' demanded of the...