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

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. 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 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