Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Education in Sub-Saharan Africa PDF full book. Access full book title Education in Sub-Saharan Africa by Kirsten Majgaard. Download full books in PDF and EPUB format.
Author: Kirsten Majgaard Publisher: World Bank Publications ISBN: 0821388908 Category : Education Languages : en Pages : 266
Book Description
Education in Sub-Saharan Africa: A Comparative Analysis takes stock of education in Sub-Saharan Africa by drawing on the collective knowledge gained through the preparation of Country Status Reports for more than 30 countries.
Author: Kirsten Majgaard Publisher: World Bank Publications ISBN: 0821388908 Category : Education Languages : en Pages : 266
Book Description
Education in Sub-Saharan Africa: A Comparative Analysis takes stock of education in Sub-Saharan Africa by drawing on the collective knowledge gained through the preparation of Country Status Reports for more than 30 countries.
Author: Anjum Halai Publisher: Springer ISBN: 9783319272573 Category : Education Languages : en Pages : 0
Book Description
This Open Access book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa.
Author: Brantina Chirinda Publisher: Springer Nature ISBN: 3031139275 Category : Education Languages : en Pages : 342
Book Description
This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR. This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers.
Author: Marja van den Heuvel-Panhuizen Publisher: Springer ISBN: 3030202232 Category : Education Languages : en Pages : 369
Book Description
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects. It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education.
Author: Richard Barwell Publisher: Springer ISBN: 3319145118 Category : Education Languages : en Pages : 321
Book Description
*THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK* This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies. This open access book examines multiple facets of language diversity
Author: Abdul Karim Bangura Publisher: Vernon Press ISBN: 9781622738182 Category : Language Arts & Disciplines Languages : en Pages : 404
Book Description
This book by renowned scholar Dr Abdul Karim Bangura combines linguistics and mathematics to show how and why African-centred mathematical ideas can be a driving force in Africa's development efforts. Bangura explores the concept that Africa has been the centre of the History of Mathematics for thousands of years, as the civilizations that emerged across the continent developed contributions which would enrich both ancient and modern understanding of nature through mathematics. However, scholars and other professionals working in the field of mathematics education in Africa have identified a plethora of issues in carrying out their tasks. This is highlighted by one of the most compelling arguments in the book, which is that a major reason for these problems is the fact that the African mother tongues has been greatly neglected in the teaching of mathematics in the continent. Bangura asserts that a change has to be made in order for Africa to benefit from the exceptional opportunities mathematics offer, showing that, even if there is a great body of work connecting linguistics and mathematics, few analyses have been performed on the link between African languages and mathematics--and the ones that have been made are not theoretically-grounded on linguistics. Thus, the book begins by identifying the objects of study of linguistics and mathematics, and delineates which ones they have in common. Next, since the object of study of linguistics is language, the nine design features of language are employed to examine each of the objects as it pertains to African languages. After that, mathematical ideas of sustainability and those of tipping points are suggested as means to help Africa's development efforts.
Author: Abdul Karim Bangura Publisher: University Press of America ISBN: 0761853480 Category : Education Languages : en Pages : 227
Book Description
This is the first comprehensive text on African Mathematics that can be used to address some of the problematic issues in this area. These issues include attitudes, curriculum development, educational change, academic achievement, standardized and other tests, performance factors, student characteristics, cross-cultural differences and studies, literacy, native speakers, social class and differences, equal education, teaching methods, knowledge level, educational guidelines and policies, transitional schools, comparative education, other subjects such as physics and social studies, surveys, talent, educational research, teacher education and qualifications, academic standards, teacher effectiveness, lesson plans and modules, teacher characteristics, instructional materials, program effectiveness, program evaluation, African culture, African history, Black studies, class activities, educational games, number systems, cognitive ability, foreign influence, and fundamental concepts. What unifies the chapters in this book can appear rather banal, but many mathematical insights are so obvious and so fundamental that they are difficult to absorb, appreciate, and express with fresh clarity. Some of the more basic insights are isolated by accounts of investigators who have earned their contemporaries' respect. Winner of the 2012 Cecil B. Currey Book Award.
Author: Bharath Sriraman Publisher: IAP ISBN: 1607522187 Category : Mathematics Languages : en Pages : 502
Book Description
The word "critical" in the title of this collection has three meanings, all of which are relevant. One meaning, as applied to a situation or problem, is "at a point of crisis". A second meaning is "expressing adverse or disapproving comments or judgments". A third is related to the verb "to critique", meaning "to analyze the merits and faults of". The authors contributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics in society and the implications for education. Traditional reasons for teaching mathematics include: preparing a new generation of mathematics researchers and a cadre of technically competent users of mathematics; training students to think logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remain valid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing many aspects of contemporary society, that will connect mathematics education to the lived experiences of students, their communities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians and mathematics educators. The book is organized in four sections (1) Mathematics education: For what and why? (2) Globalization and cultural diversity, (3) Mathematics, education, and society and (4) Social justice in, and through, mathematics education The chapters address fundamental issues such as the relevance of school mathematics in people's lives; creating a sense of agency for the field of mathematics education, and redefining the relationship between mathematics as discipline, mathematics as school subject and mathematics as part of people's lives.
Author: Anthony A. Essien Publisher: Bloomsbury Publishing ISBN: 1350369217 Category : Education Languages : en Pages : 257
Book Description
This book brings together the first book collection of African research in mathematics education in multilingual societies and chronicles current research in different linguistic contexts across the African continent, (including Algeria, Namibia, Malawi, Morocco, Rwanda, South Africa) on issues of multilingualism in mathematics education, but more importantly, it foregrounds pertinent issues for future research. With many of the authors building on earlier path-breaking African research, the book is a unique contribution of careful thinking through how linguistic diversity and multilingualism manifest in ways that differ from one geopolitical context to another. This volume is an important contribution to the growing recognition of multilingualism as the global 'linguistic dispensation' in mathematics education. It is an invitation to how we might (as an international community where more and more multilingualism is the norm rather than an exception) pay more attention to the multilingual agency and capabilities of both students and teachers in order to better harness the epistemic potential of multiple languages in contexts of language diversity in mathematics education.
Author: Kirsten Majgaard
Author: Kirsten Majgaard
Author: Anjum Halai
Author: Brantina Chirinda
Author: Paulus Gerdes
Author: Marja van den Heuvel-Panhuizen
Author: Richard Barwell
Author: Abdul Karim Bangura
Author: Abdul Karim Bangura
Author: Bharath Sriraman
Author: Anthony A. Essien