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Adusei, H., & Sarfo, J. O. (2020). After-school mathematics tutorials in Ghana: A qualitative study on senior high students’ psychosocial experiences. https://doi.org/10.13187/ejced.2020.3.484

Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. https://doi.org/10.1007/s10639-010-9141-9

Ansah, Quansah F., & Nugba R.M. (2020). Mathematics Achievement in Crisis’: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana. https://doi.org/10.1515/edu-2020-0129

Apawu, J., & Apawu, J. (2011). The use of MEMTD as ICT tools in the mathematics classroom in colleges of education in Ghana. 20(1).

Belfield, S., Mathur, M., & Caine, E. (2021). Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone. FCDO - GEC. https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/

Bethell, G. (2016). Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (Vol. 2) : main report (English) (No. ACS19117). The World Bank Group. http://documents.worldbank.org/curated/en/538251476977591230/main-report

Butakor, P. K., Ampadu, E., & Cole, Y. (2017). Ghanaian students in TIMSS 2011: Relationship between contextual factors and mathematics performance. https://doi.org/10.1080/18117295.2017.1379281

Cambridge Maths. (n.d.). Framework Documentation. Retrieved September 13, 2023, from https://www.cambridgemaths.org/research/framework-documentation/

Chirinda, B., Luneta, K., & Uworwabayeho, A. (Eds.). (2022). Mathematics Education in Africa: The Fourth Industrial Revolution. Springer International Publishing. https://doi.org/10.1007/978-3-031-13927-7

Correa de Oliveira, A., Kanyoza, C., Lurvink, A.-F., Boilo, V., Kadzamira, E., & Haßler, B. (2023). Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study [Working Paper]. EdTech Hub. https://doi.org/10.53832/edtechhub.0156

Fauskanger, J., Helgevold, N., Kazima, M., & Jakobsen, A. (2022). Challenging Malawian primary teachers’ views on mathematics teaching and learning through lesson study. International Journal for Lesson & Learning Studies, ahead-of-print. https://doi.org/10.1108/IJLLS-10-2021-0087

Gobede, F., Mosvold, R., & Jakobsen, A. (2022). Comparing Two Frameworks for Exploring the Quality of Mathematics Teaching in a Malawian Primary Classroom. African Journal of Research in Mathematics, Science and Technology Education, 26(2), 100–110. https://doi.org/10.1080/18117295.2022.2100662

Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1). https://doi.org/10.56059/jl4d.v5i1.264

Haßler, B., Khalayleh, A., & McBurnie, C. (2020). A five-part education response to the COVID-19 pandemic (EdTech Hub Helpdesk Response No. 5). https://doi.org/10.5281/zenodo.3756012

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Jacinto, E. (2021). An Analysis of Pre-service Teachers’ Understanding of the Knowledge Needed for Teaching Mathematics: The case of Malawi. Revista Internacional de Pesquisa Em Educação Matemática, 11(3), 76–93. https://doi.org/10.37001/ripem.v11i3.2542

Kazima, M. (2014). Universal basic education and the provision of quality mathematics in southern africa. International Journal of Science and Mathematics Education, 12(4), 841–858. https://doi.org/10.1007/s10763-013-9434-8

Kazima, M., Jakobsen, A., Mwadzaangati, L., & Gobede, F. (2023). Teaching the concept of zero in a Malawi primary school: illuminating the language and resource challenge. ZDM – Mathematics Education, 55(3), 627–639. https://doi.org/10.1007/s11858-023-01473-8

Kelcey, B., & Shen, Z. (2016). Multilevel design of school effectiveness studies in sub-Saharan Africa. School Effectiveness and School Improvement, 27(4), 492–510. https://doi.org/10.1080/09243453.2016.1168855

Kumwenda, K., & Kaminga, A. (2022). Content Areas and Performance of Students in the Old Mutual Mathematics Olympiad in Malawi. African Journal of Research in Mathematics, Science and Technology Education, 26(1), 24–34. https://doi.org/10.1080/18117295.2022.2059235

Luneta, K. (Ed.). (2021). Mathematics Teaching and Professional Learning in sub-Sahara Africa. Springer International Publishing. https://doi.org/10.1007/978-3-030-82723-6

Lutfeali, S., Sitabkhan, Y., Ralaingita, W., & Piper, B. (n.d.). Designing Effective Numeracy Programs in Low- and Middle-Income Countries [Science of Teaching]. Retrieved July 28, 2022, from https://scienceofteaching.site/wp-content/uploads/2021/11/Practical-Guide-for-Numeracy_converted.pdf

Malambo P., van Putten S., Botha H., & Stols G. (2019). Dysfunctional functions: The case of Zambian mathematics education students. EURASIA Journal of Mathematics, Science and Technology Education, 15(1). https://doi.org/10.29333/ejmste/99510

Mukuka, A. (2019). Exploring the barriers to effective cooperative learning implementation in school mathematics classrooms. https://doi.org/10.33225/pec/19.77.745

Mukuka, A., Shumba, O., & Mulenga, H. (2021). Students’ experiences with remote learning during the COVID-19 school closure: implications for mathematics education. https://doi.org/10.1016/j.heliyon.2021.e07523

Mwadzaangati, L., Adler, J., & Kazima, M. (2022). Mathematics Mediational Means and Learner Centredness: Insights from ‘traditional’ Malawian Secondary School Geometry Lessons. African Journal of Research in Mathematics, Science and Technology Education, 26(1), 1–12. https://doi.org/10.1080/18117295.2022.2055910

Mwakapenda, W. (2023). The Status and Context of Change in Mathematics Education in Malawi.

Mwale, L., Mwadzaangati, L., & Kazima, M. (2021). Improving Mathematics Education in Malawi Through the Collaboration of Teacher Educators (pp. 231–245). https://doi.org/10.1007/978-3-030-82723-6_15

Mwewa, G., & Ndhlovu, Z. B. (n.d.). Assessing ICT availability and use by Mathematics and Science Teachers of High Schools in Zambia: A Case of Copperbelt and North-Western Provinces of Zambia. SAARMSTE COMMITTEES, 124.

Opoku M.P., Tawiah R., Agyei-Okyere E., Osman S., & Afriyie S.A. (2019). Teaching students with Down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers. International Journal of Disability, Development and Education, 66(2), 218–232. https://doi.org/10.1080/1034912X.2018.1527297

Piper, B. (2021). Structured Pedagogy — 0a. How-To Guides (Structured Pedagogy Guide No. 0a). https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/zwh1kFyWr5dZ-VT__Rg4UxXOMBP2aFAAx-0.%20Introduction%20Brief.pdf

Piper, B. (2021). Structured Pedagogy — 0b. Literature Review (Structured Pedagogy Guide No. 0b). https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/DR2QYKWhjrpHehnr_M1Pxo6z3RIWM14zU-0.%20Literature%20Review%20of%20Structured%20Pedagogy.pdf

Planas, N., Adler, J., & Mwadzaangati, L. (2023). What is mathematics teaching talk for? A response based on three sites of practice in mathematics education. ZDM – Mathematics Education, 55(3), 521–534. https://doi.org/10.1007/s11858-022-01452-5

Tan, M., Li, N., Pirozzolo, J. W., Bolden, D., Learning Disabilities Project, Chamvu, F., Jere-Folotiya, J., Kaani, B., Kalima, K., N’gandu, S. K., Serpell, R., Grigorenko, E. L., Hart, L., Chart, H., Jarvin, L., Kwiatkowski, J., Newman, T., Stemler, S. E., Thuma, P. E., … Grigorenko, E. L. (2022). Exploring the links between household chores, learning, and mathematics performance in Zambia. Current Psychology. https://doi.org/10.1007/s12144-022-03077-z

World Bank. (2016). Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (No. ACS19117; pp. 1–212). The World Bank. http://documents.worldbank.org/curated/en/538251476977591230/main-report