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

✍ Scribed by Kakoma Luneta (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 311
• Category: Library

✦ Synopsis

The 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.

✦ Table of Contents

Foreword
Contents
About the Editor
About the Authors
Part I: Commentary
Chapter 1: Manipulatives as Mediums for Visualisation Processes in the Teaching of Mathematics
Introduction
Backdrop
Visualisation Processes in the Teaching of Mathematics
Manipulatives
The Interplay between Manipulatives and Visualisation
Physical Manipulatives
Virtual Manipulatives
Case Study: The Geoboard
Introduction
The Geoboard
The Intervention Programme
Analysis of the Lessons
Findings and Discussion
Mr. Jones’ Lessons
Ms. Ruth’s Lessons
Ms. Smith’s Lessons
Interviews
Conclusion
References
Chapter 2: The Role of Number Sense on the Performance of Grade Learners 12 in Mathematics: A Case of Oshana Education Region, Namibia
Introduction
Theoretical Framework and Literature Review
Methodology
Findings of the Study
Level of Number Sense of Learners
The Influence of Number Sense on Academic Performance in Mathematics
Conclusions and Recommendations
References
Chapter 3: Using a Community of Practice Strategy to Strengthen Teaching and Learning of Mathematics in Rural Areas
Introduction
Literature Review
Rurality
Isolation
Limited Opportunities
Theoretical Framework
Data Sources and Methodology
Results and Discussions
Theme 1: Benefits of Peer Interaction in the CoP
Theme 2: Fostered Reciprocal Learning through the Creation of a Conducive Environment
Theme 3: Improving Skills through Collaborative Workplace Learning
Conclusions
Practical Implications
Further Research
Teachers’ Interview Schedule
References
Chapter 4: Using Discourse-Based Mathematics Instruction in Secondary School Classrooms in Ethiopia
Introduction
Theoretical Perspectives and Literature Review
Describing Mathematical Discourse
Mathematical Discourse from Participationist Perspective
Mathematical Discourse from a Sociocultural Perspective
Mathematical Discourse from a Cognitive Perspective
Mathematical Discourse from Socio-Constructivism
Contextualizing the Five Dimensions of the TRU Math Framework
Framing the Design of the Framework for DBMI
Discussion of the Components of the Framework for DBMI
Planning for Instruction
Designing Tasks for Classroom Discourse
Doing Mathematics
Discussing: Engaging in the Classroom Discourse
Reflecting on Classroom Instruction
Discourse-Based Mathematics Lesson Design and Implementation
Conclusion
References
Chapter 5: Ethnomathematics as a Fundamental Teaching Approach
Introduction
What Is “Ethnomathematics”?
Exploring Mathematics Instruction in an African Context
Infusing Ethnomathematics into the Curriculum
South African Localized Children’s Games
Possible Tensions in Connecting Mathematics and Everyday Knowledge
The Backgrounding of Mathematics
The Influence of Students’ Socioeconomic Differences on their Learning
The Open-Contextualized Problem
Conclusion
References
Chapter 6: Use of Cultural Artefacts in the Teaching of Mathematics in Africa: The Case of Uganda
Introduction
Statement of the Problem
Theoretical Framework
Treatment of Teachers as Learners
Culture and Cultural Artefacts
Relationship of Mathematics to Culture and Cultural Artefacts
Huts
Classroom
The Research Hypothesis
The Research Project (Method)
Analysis
Randomised Control Trials
Baseline Study Findings
Views and Attitudes of the Community Towards Mathematics
The Research Intervention
Findings of the Study after Intervention
Feelings Towards Mathematics as a Subject Now
Relationship between Teacher and Learner
Most Difficult Subject to Teach
Teaching Methodology Changed Teachers’ Attitudes Towards Teaching Mathematics
Artefacts Use Improving Learner Performance
Change in Teaching Methodology Improving Performance
Preparing Schemes of Work As Often as Required
New Lesson Plan Format Working for Teachers
Views of the Teachers about the New Methods from the Interviews after Intervention
Discussion and Conclusion
Way Forward
References
Chapter 7: Mathematics Teacher Educators’ Experiences of Using Technology-Based Instruction in South Africa
Introduction
Using Technology-Based Mathematics Instructional Strategies
Conceptual Framing: Transforming Mathematics Education Milieus
Encouraging Teacher Success
Social Change
Social Diversity
Empowerment
Technology-based instructional strategies
Research Methodology
Participants
Research Instruments
Lecturer/Teacher Educator Questionnaire
Observation Schedule
Interview Schedule
Data Generation
Data Analysis
Results and Discussion
Inspiring Social Change to Transform the Mathematics Education Milieu and Encourage Teacher Success
Diversity Enhances the Mathematics Education Milieu and Inspires Social Change to Encourage Teacher Success
Promoting a Sense of Belonging: Inspiring Social Change to Encourage Mathematics Teacher Success
Acknowledging Learning Styles: Inspiring Social Change to Encourage Mathematics Teacher Success
Accommodating Diversity: Differentiating Mathematics Tasks to Inspire Social Change and Encourage Teacher Success
Inspiring Social Change to Transform Mathematics Instruction and Encourage Teacher Success
Reflecting in and on Mathematics Instruction: Inspiring Social Change to Encourage Teacher Success
Collaborative Mathematics Instruction: Inspiring Social Change to Encourage Teacher Success
Conclusion
References
Chapter 8: Enhancing Learners’ Retention of Algebraic Knowledge Through Problem-Solving-Based Learning
Introduction
THE Cognitive Load Theory (CLT)
Problem-Based Learning (PBL) Approach
Learners’ Role in the Problem-Based Learning Classroom
Tutor’s Role in the Problem-Based Learning Classroom
Pros and Cons of Problem-Based Learning
Effects of Problem-Based Learning (PBL) on the Learning of Mathematics
Research Methodology
Findings
Biographical Information of the Participants
Gender
Age
Retention from Previous Grades as Assessed BY Pre-Test
The Effects of PBL on Grade 11 Learners’ Retention of Algebraic Knowledge at One Secondary School in Ohangwena Region
Conclusion
References
Chapter 9: Jacks’ Story: How Storytelling Enhances Mathematics Instruction in Lesotho
Introduction
Who Is Jack?
Issues and Challenges
Lesotho Context
Wenger’s Socioculturalism
Positioning Learning as Central
Identity
Professional Identity
Methodology
Analytic Tool
Sample of Vertical Analysis
Discussion
How Jack Introduced the Topic, Statistics
Making Sense of Jack’s Experience Through Effective Mathematics Learning
Jack Reflects on His Teaching Experience
Jack’s Postscript
Jack’s Teacher Identity
Jack’s Mathematics Identity
Jack’s Communities of Practice Identity (Learning as Belonging)
Jack’s Personal Identity
Jack’s Professional Identity
Linking Jack’s Experience to Mathematics Learning
Conclusion
References
Part II: Introductory Commentary
Introduction
Overview
Concluding Comments
Chapter 10: Mathematics Teachers Professional Development Perceived to Improve Instruction and Learning Outcomes in Rwanda
Introduction
Continuous Professional Development on Mathematics Instructional Techniques
Research Methodology
Implementation of Mathematics Aspects: MSSL Views
Implementation of Mathematics Aspects: Lesson Plans and Classroom Observations
Discussions
Conclusions and Implications
References
Chapter 11: Paradigms in Mathematics Teacher Professional Learning Research: A Review of South Africa’s Literature for 2006–2015
Introduction
Theoretical Framework
The Positivist Paradigm
The Interpretivist/Constructivist Paradigm
The Critical Paradigm/Transformative Paradigm
The Pragmatic Paradigm
Context of the Research
The Research Questions
Research Methodology
Results and Discussion
Journals Surveyed
Distribution of Articles Among Paradigms
Comparative Analysis of Growth Rates of Article Outputs
Comparative Analysis of Gross Google Scholar Citation Rates
Comparative Analysis of Citation Rates per Capita (Average)
Comparative Analysis of Citation Rates per Article Cohort
Comparative Analysis of Citation Rates per Article
Summary and Conclusions
References
Chapter 12: Changes in Rwandan Primary Mathematics School Subject Leaders as a Result of a CPD Certificate Program in Coaching and Mentoring
Introduction
Literature Review
Continuous Professional Development
Theoretical Framework
Methodology
Results and Discussions
Conclusions and Recommendations
References
Chapter 13: The Challenges of Upgrading Mathematics Teachers’ Qualifications: A Case Study from Zimbabwe
Introduction
Literature Review
Details of the In-Service Programme
Methodology
Theoretical Framework
Results and Discussion
The Rules and Regulations Governing the System
Division of Labour
Tools
Contradictions Emanating from Division of Labour Demands of the Different Communities
Conclusion
References
Chapter 14: Pre-service Teachers’ Awareness of Gifted Students’ Characteristics
Introduction
Problem Statement
Conceptualization of Giftedness
Characteristics of Mathematical Giftedness
Teachers’ Understanding of the Gifted
Pre-service Teachers’ Training in Gifted Education
Research Questions
Methods
Research Design
Sample and Sampling Technique
Research Instrument
Results and Data Analysis
Quantitative Analysis of Pre-service Teachers’ Responses to Closed-Ended Questions
Teacher Training
Attended School with Gifted Students
Qualitative Analysis of Pre-service Teachers’ Responses to Open-Ended Questions
Discussion
Conclusion
References
Chapter 15: Improving Mathematics Education in Malawi Through the Collaboration of Teacher Educators
Introduction
Literature Review
Teacher Education in Malawi
Teacher Collaboration and Networking
Methodology
The Sample and Data Collection Methods
The Presentation Reports at the November PD Workshop
Data Analysis
Findings and Discussion
Findings from the PD Workshop Reports
Lesson Planning
Teaching and Learning
Collaboration and Networking
Research in Teaching
Findings from Focus Group Discussions
Lesson Planning
Teaching and Learning
Assessment
Collaboration and Networking
Conclusion
References
Chapter 16: Professional Noticing for Mathematics Teacher Growth
Introduction
Professional Teacher Learning Communities
Research Question
Conceptual Framework
Methodology
Teaching Video Clip Comparisons
Data Analysis and Discussions
Preparatory: Watching of Videos
Analysis of Bernard’s Implementing Professionally Agreed Practices
Lesson Map
Relevance of Lesson
Exemplification
Professional Noticing of Students’ Mathematical Thinking
Teaching Intervention
Mathematics as a Subject of Many Discourses
Learner Evaluation of Teacher
Learner Diversity
Interview with Bernard
Conclusion
Recommendations
Appendix
NCTM Principles (2000)
NCTM Standards (2000)
References
Chapter 17: Teacher Change and Mathematics/Science Teaching in Kenya: Transformative Attributes in Student Learning
Introduction
Teacher Change
School Culture
Theoretical Framework
Methodology
Data Analysis
Results
Conclusions
References
Chapter 18: Mathematics Through Play: Reflection on Teacher Narratives
Introduction
What Is Play?
Play and Culture
Play, Creativity and Imagination
Play and Development
Connections Between Mathematics and Play
An Activity of Mathematics Involving Play: Crossing the River Task Activity
A Formal Solution to the Activity
Teachers’ Comments Linked to the Crossing the River Activity
Comments Linked to the Nature of Mathematics
Comments Linked to ‘Performing’ Mathematics
Comments Linked to Culture and Everyday Experiences
Comments Linked to Pedagogy
Comments Linked to ‘Creative and Critical Thinking’
Comments Linked to Change of Mindsets
Reflections on Teacher’s Comments
Conclusion: Mathematics and the Aesthetic
References
Index