Mathematics Teaching and Professional Learning in sub-Sahara Africa

图书简介

This book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are rooted in teacher input and informed by learners errors and misconceptions. The book provides a comprehensive snapshot on mathematics teaching, learning and effective professional development programmes for mathematics teachers in sub-Sahara Africa. It is the only research output that advances and disseminates issues of mathematics education and research in the region with input from South Africa, Kenya, Rwanda, Uganda, Malawi, Namibia, Lesotho, Ethiopia and Zimbabwe.

Section.- Introductory commentary.- 1.Manipulatives as mediums for visualisation processes in the teaching of mathematics.- 2.The level of number sense and its influence on the academic performance of Grade 12 Mathematics learners: A case of Oshana Education Region, Namibia.- 3.Using a Community of Practice Strategy to strengthen Teaching and Learning of Mathematics in rural areas.- 4.Using discourse-based mathematics instruction in secondary school classrooms in Ethiopian.- 5. Ethno-mathematics in Sub Sahara Africa.- 6.Use of cultural artefacts in the teaching of mathematics in Uganda.- 7.Exploring the use of technology-based mathematics instruction among mathematics teachers in South African.- 8. Learners retention of algebraic knowledge through problem-based learning.- 9.Jack’ story: How story-telling enhances mathematics instruction in Lesotho.- Section 2.- Introductory commentary.- 10. Mathematics Teachers Professional Development Programmes perceived to improve instruction and learning outcomes in Rwanda.-11. Paradigms in mathematics teacher professional learning research: a review of South Africa’s literature from 2006-2015.- 12.Changes in Rwandan Primary Mathematics School Sub-jects Leaders as a result of a CPD Certificate Programme in Coaching and Mentoring.- 13.The challenges of upgrading mathematics teachers: A case study from Zimbabwe.- 14.Pre-service Teachers’ Awareness of Gifted Students’ Characteristics.- 15.Improving mathematics education in Malawi through professional development of teacher educators.- 16.Professional noticing for mathematics teacher growth.- 17. Teacher Change and Math/Science Teaching in Kenya: Transformative Attributes in Student Learning.- 18. Mathematics as (through) play: An exploratory reflection involving teacher narratives.

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Mathematics Teaching and Professional Learning in sub-Sahara Africa（Research in Mathematics Education） 撒哈拉以南非洲的数学教学与专业学习 教育史

Mathematics Teaching and Professional Learning in sub-Sahara Africa（Research in Mathematics Education）

撒哈拉以南非洲的数学教学与专业学习
教育史