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Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors
| Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (342 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-13927-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- References -- Preface -- Contents -- About the Editors and Contributors -- About the Editors -- About the Contributors -- Chapter 1: Is Africa Ready for the Fourth Industrial Revolution? -- Introduction -- Purpose and Research Questions -- Literature Review -- ICT Integration in Mathematics Education in Some African Countries -- The Benefits Gained for Learners Taught Through Technology-Based Instructions -- Methodology -- Readiness in Teaching and learning STEM Subjects and Other Subjects During the 4IR -- Challenges That Hinder African Countries from Getting Ready for the 4IR in Teaching Mathematics -- The Lack of Training on Professional Development Towards ICT to Embrace the 4IR Era -- Mathematics Curricula That Are Not Designed to Accommodate Changes for the 4IR -- The Potential Solutions for Mathematics Education Ready for the 4IR -- Conclusion -- Appendix: The Reviewed Studies on the Readiness of Education and Mathematics Education in Africa for the 4IR -- References -- Chapter 2: Can the Fourth Industrial Revolution Resolve Why the Teaching of Mathematics in the Current Paradigm Continues to Be Decontextualised and Ineffective -- Introduction -- Historical Implications of the Mathematics Curriculum in Southern Africa -- Decolonising the Mathematics Curriculum Through the Place-Based Mathematics -- Number, Operations and Relationships -- Patterns, Functions and Algebra -- Space and Shape -- Measurement -- Data Handling -- The Influence of Problem-Solving Skills and Competences in Decolonising the Mathematics Curriculum -- Difficulties of Learning Mathematics in the Current Curriculum -- Difficulties of Teaching Mathematics in the Current Curriculum -- Addressing Errors and Misconceptions Through Curriculum Review -- What Is the Fourth Industrial Revolution Mathematics Curriculum? -- Conclusion -- References.
Chapter 3: Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution in Africa -- Rationale for Prioritizing Education -- Why Mathematics Education? -- Soft Skill Competencies in Select African Countries -- Zambia -- Rwanda -- Kenya -- Cameroon -- Ghana -- Tanzania -- Opportunities and Challenges -- Conclusion and Way Forward -- References -- Chapter 4: Mathematics Educators' Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia -- Introduction -- Problem Statement -- Literature Review -- The Stages of Education Versus Industrial Revolution World Views -- Ethiopian Education During the Period of COVID-19 -- Use of e-Learning Platforms in 4IR -- Elements of 4IR -- Theoretical Model -- Methodology -- Research Design -- Participants and Sample Size -- Data Collection Instruments -- Data Analysis -- Results -- Mathematics Teachers' Backgrounds Influence e-Learning/Online Education in Their Classrooms in the 4IR Era -- Mathematics Teachers' e-Readiness to Implement e-Learning -- Psychological Readiness -- Sociological Readiness -- Environmental Readiness -- Human Resource Readiness, Financial and Course Content Items -- Technological Skills -- Conclusion and Future Direction -- Future Direction -- References -- Chapter 5: Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready? -- Introduction -- The Fourth Industrial Revolution and Implication for Mathematics Education -- Teaching Mathematics in the 4IR Era -- Theoretical Framework -- Gender and 4IR Tools Adoption -- Teachers' Age and 4IR Tools Adoption -- Methodology -- Institutional Review Board Statement -- Results -- Discussion -- Conclusions and Recommendations -- References. Chapter 6: Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution -- Features of the Fourth Industrial Revolution -- Artificial Intelligence (AI) -- Robotics -- Three-Dimensional (3D) Printing -- Computational Thinking (CT) -- Augmented Reality (AR) and Virtual Reality (VR) -- The Internet of Things (IoT) -- The Fourth Industrial Revolution and Mathematics Education -- Methodology -- Findings and Discussion -- Content -- Competences -- Teaching-Learning Methods -- Technology -- Infrastructure -- Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align with the Fourth Industrial Revolution Requirements -- Collaboration Activities -- New Literacies -- Mathematics Learning Factories -- Problem-Based Learning -- Infrastructure Relevant to Mathematics Teaching and Learning in the Fourth Industrial Revolution -- Conclusion -- References -- Chapter 7: Mathematics Teachers' Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution -- Introduction -- Literature Review -- The Fourth Industrial Revolution -- Problem-Based Learning -- Teacher Self-Efficacy -- Theoretical Framework -- Research Methodology -- Research Design and Paradigm -- Participants and Sampling Techniques -- Research Instruments -- Procedures of Data Collection -- Data Analysis -- Results and Discussions -- Teachers' Knowledge -- Teaching Practices -- Difficulties While Implementing PBL -- Conclusion and Recommendation -- References -- Chapter 8: Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility -- Introduction -- Literature Review -- The Problem -- Methodology -- Theoretical and Conceptual Frameworks. Assessment as Learning with Computer Adaptive Learning as a 4IR Application in Education -- Conclusion and Recommendations -- References -- Chapter 9: Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools -- Introduction -- Literature Review -- Philosophy of Mathematics Education -- An Overview of Mathematics Education and the Fourth Industrial Revolution -- Method of Teaching Mathematics in Rwanda in 4IR -- Challenges Encountered by Teachers During Teaching Mathematics in 4IR -- Research Questions -- Methodology -- Findings and Discussion -- Challenges of Teaching Mathematics in 4IR -- Potential Solutions to the Challenges of Teaching and Learning Mathematics -- Mathematics Challenging Topics Difficult to Teach -- Conclusion and Implication -- References -- Chapter 10: Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers' Collaborative Autoethnographic Experiences -- Introduction -- Literature Review: Understanding Remote Learning in Higher Education -- Mathematics Education in 4IR -- Community of Inquiry and Online Learning -- Methodology -- Data Collection and Analysis in Collaborative Autoethnography -- Ethics on Collaborative Autoethnography -- Findings and Discussion: Emerging Realities -- Remote Student Support Through e-Tutoring in a Community of Inquiry -- Students' Response to an Online Support System -- Assessing Students Online -- Collaboration: Multiple Streams of Cheating -- Conclusion -- Recommendations -- Limitations -- References -- Chapter 11: Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account -- Opening -- A Brief Note on the Fourth Industrial Revolution and Mathematics Education -- A Perspective on the Research Canon-The Approach. My Experience with Story-Telling -- The Spark -- Fault Lines of My CPD Facilitation Regarding Getting Teachers to Design an Activity -- Towards an Activity -- A Mere Activity is Not Enough for Teacher Learning -- The Teacher Learning Goal -- Thinking and Learning in Which Teachers Might Engage (Anticipations) and the Types of Questions to Be Asked to Spur Teachers' Thinking -- Guidelines for Implementing the Teacher Learning Activity -- A Light Shock -- Conclusions -- References -- Chapter 12: Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities -- Introduction -- Problem Statement and Research Question -- Theoretical Underpinnings -- Data Collection and Analysis -- Results and Discussion -- Guiding Teachers in Making Technology Integration Decisions -- A New Learning Ecology -- Teacher Concerns -- Recommendations -- Conclusion -- References -- Chapter 13: Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms -- Introduction -- Literature Review -- Theoretical Framework -- Methodology -- The Field of Our Research -- The Participants -- The Observation Tools -- Analysis of Higher Secondary School Mathematics Curriculum -- Learning Approach of the Concept of Functions in Higher Secondary School -- Presentation of the Problems on the Mathematical Functions and a Priori Analysis -- Findings and Discussion -- The Cognitive Gains Scores for Students in Learning Mathematical Functions -- Conclusion -- Appendix -- Problème 1 -- Problème 2 -- References -- Chapter 14: Factors Influencing Preservice Teachers' Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi -- Introduction -- Norms in Preservice Mathematics Teacher Education in Malawi. Disruption of Norms in Teacher Preparation Due to the Abrupt Onset of COVID-19. |
| Record Nr. | UNINA-9910632491503321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors
| Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (342 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-13927-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- References -- Preface -- Contents -- About the Editors and Contributors -- About the Editors -- About the Contributors -- Chapter 1: Is Africa Ready for the Fourth Industrial Revolution? -- Introduction -- Purpose and Research Questions -- Literature Review -- ICT Integration in Mathematics Education in Some African Countries -- The Benefits Gained for Learners Taught Through Technology-Based Instructions -- Methodology -- Readiness in Teaching and learning STEM Subjects and Other Subjects During the 4IR -- Challenges That Hinder African Countries from Getting Ready for the 4IR in Teaching Mathematics -- The Lack of Training on Professional Development Towards ICT to Embrace the 4IR Era -- Mathematics Curricula That Are Not Designed to Accommodate Changes for the 4IR -- The Potential Solutions for Mathematics Education Ready for the 4IR -- Conclusion -- Appendix: The Reviewed Studies on the Readiness of Education and Mathematics Education in Africa for the 4IR -- References -- Chapter 2: Can the Fourth Industrial Revolution Resolve Why the Teaching of Mathematics in the Current Paradigm Continues to Be Decontextualised and Ineffective -- Introduction -- Historical Implications of the Mathematics Curriculum in Southern Africa -- Decolonising the Mathematics Curriculum Through the Place-Based Mathematics -- Number, Operations and Relationships -- Patterns, Functions and Algebra -- Space and Shape -- Measurement -- Data Handling -- The Influence of Problem-Solving Skills and Competences in Decolonising the Mathematics Curriculum -- Difficulties of Learning Mathematics in the Current Curriculum -- Difficulties of Teaching Mathematics in the Current Curriculum -- Addressing Errors and Misconceptions Through Curriculum Review -- What Is the Fourth Industrial Revolution Mathematics Curriculum? -- Conclusion -- References.
Chapter 3: Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution in Africa -- Rationale for Prioritizing Education -- Why Mathematics Education? -- Soft Skill Competencies in Select African Countries -- Zambia -- Rwanda -- Kenya -- Cameroon -- Ghana -- Tanzania -- Opportunities and Challenges -- Conclusion and Way Forward -- References -- Chapter 4: Mathematics Educators' Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia -- Introduction -- Problem Statement -- Literature Review -- The Stages of Education Versus Industrial Revolution World Views -- Ethiopian Education During the Period of COVID-19 -- Use of e-Learning Platforms in 4IR -- Elements of 4IR -- Theoretical Model -- Methodology -- Research Design -- Participants and Sample Size -- Data Collection Instruments -- Data Analysis -- Results -- Mathematics Teachers' Backgrounds Influence e-Learning/Online Education in Their Classrooms in the 4IR Era -- Mathematics Teachers' e-Readiness to Implement e-Learning -- Psychological Readiness -- Sociological Readiness -- Environmental Readiness -- Human Resource Readiness, Financial and Course Content Items -- Technological Skills -- Conclusion and Future Direction -- Future Direction -- References -- Chapter 5: Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready? -- Introduction -- The Fourth Industrial Revolution and Implication for Mathematics Education -- Teaching Mathematics in the 4IR Era -- Theoretical Framework -- Gender and 4IR Tools Adoption -- Teachers' Age and 4IR Tools Adoption -- Methodology -- Institutional Review Board Statement -- Results -- Discussion -- Conclusions and Recommendations -- References. Chapter 6: Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution -- Features of the Fourth Industrial Revolution -- Artificial Intelligence (AI) -- Robotics -- Three-Dimensional (3D) Printing -- Computational Thinking (CT) -- Augmented Reality (AR) and Virtual Reality (VR) -- The Internet of Things (IoT) -- The Fourth Industrial Revolution and Mathematics Education -- Methodology -- Findings and Discussion -- Content -- Competences -- Teaching-Learning Methods -- Technology -- Infrastructure -- Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align with the Fourth Industrial Revolution Requirements -- Collaboration Activities -- New Literacies -- Mathematics Learning Factories -- Problem-Based Learning -- Infrastructure Relevant to Mathematics Teaching and Learning in the Fourth Industrial Revolution -- Conclusion -- References -- Chapter 7: Mathematics Teachers' Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution -- Introduction -- Literature Review -- The Fourth Industrial Revolution -- Problem-Based Learning -- Teacher Self-Efficacy -- Theoretical Framework -- Research Methodology -- Research Design and Paradigm -- Participants and Sampling Techniques -- Research Instruments -- Procedures of Data Collection -- Data Analysis -- Results and Discussions -- Teachers' Knowledge -- Teaching Practices -- Difficulties While Implementing PBL -- Conclusion and Recommendation -- References -- Chapter 8: Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility -- Introduction -- Literature Review -- The Problem -- Methodology -- Theoretical and Conceptual Frameworks. Assessment as Learning with Computer Adaptive Learning as a 4IR Application in Education -- Conclusion and Recommendations -- References -- Chapter 9: Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools -- Introduction -- Literature Review -- Philosophy of Mathematics Education -- An Overview of Mathematics Education and the Fourth Industrial Revolution -- Method of Teaching Mathematics in Rwanda in 4IR -- Challenges Encountered by Teachers During Teaching Mathematics in 4IR -- Research Questions -- Methodology -- Findings and Discussion -- Challenges of Teaching Mathematics in 4IR -- Potential Solutions to the Challenges of Teaching and Learning Mathematics -- Mathematics Challenging Topics Difficult to Teach -- Conclusion and Implication -- References -- Chapter 10: Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers' Collaborative Autoethnographic Experiences -- Introduction -- Literature Review: Understanding Remote Learning in Higher Education -- Mathematics Education in 4IR -- Community of Inquiry and Online Learning -- Methodology -- Data Collection and Analysis in Collaborative Autoethnography -- Ethics on Collaborative Autoethnography -- Findings and Discussion: Emerging Realities -- Remote Student Support Through e-Tutoring in a Community of Inquiry -- Students' Response to an Online Support System -- Assessing Students Online -- Collaboration: Multiple Streams of Cheating -- Conclusion -- Recommendations -- Limitations -- References -- Chapter 11: Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account -- Opening -- A Brief Note on the Fourth Industrial Revolution and Mathematics Education -- A Perspective on the Research Canon-The Approach. My Experience with Story-Telling -- The Spark -- Fault Lines of My CPD Facilitation Regarding Getting Teachers to Design an Activity -- Towards an Activity -- A Mere Activity is Not Enough for Teacher Learning -- The Teacher Learning Goal -- Thinking and Learning in Which Teachers Might Engage (Anticipations) and the Types of Questions to Be Asked to Spur Teachers' Thinking -- Guidelines for Implementing the Teacher Learning Activity -- A Light Shock -- Conclusions -- References -- Chapter 12: Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities -- Introduction -- Problem Statement and Research Question -- Theoretical Underpinnings -- Data Collection and Analysis -- Results and Discussion -- Guiding Teachers in Making Technology Integration Decisions -- A New Learning Ecology -- Teacher Concerns -- Recommendations -- Conclusion -- References -- Chapter 13: Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms -- Introduction -- Literature Review -- Theoretical Framework -- Methodology -- The Field of Our Research -- The Participants -- The Observation Tools -- Analysis of Higher Secondary School Mathematics Curriculum -- Learning Approach of the Concept of Functions in Higher Secondary School -- Presentation of the Problems on the Mathematical Functions and a Priori Analysis -- Findings and Discussion -- The Cognitive Gains Scores for Students in Learning Mathematical Functions -- Conclusion -- Appendix -- Problème 1 -- Problème 2 -- References -- Chapter 14: Factors Influencing Preservice Teachers' Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi -- Introduction -- Norms in Preservice Mathematics Teacher Education in Malawi. Disruption of Norms in Teacher Preparation Due to the Abrupt Onset of COVID-19. |
| Record Nr. | UNISA-996499867303316 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Mathematics teaching and professional learning in sub-Sahara Africa / / edited by Kakoma Luneta
| Mathematics teaching and professional learning in sub-Sahara Africa / / edited by Kakoma Luneta |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (311 pages) |
| Disciplina | 510.71067 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching - Africa, Sub-Saharan
Teachers - Training of Mathematics - Study and teaching Ensenyament de la matemàtica Professors de matemàtica Formació del professorat Educació secundària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030827236
9783030827229 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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. |
| Record Nr. | UNINA-9910512164603321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||