Papers presented at conferences
A model for the conceptual learning of mathematics in a technologically enhanced learning environment for first-year prospective mathematics teachers
This paper was presented at the Distance Education and Teacher’s Training in Africa (DETA) 2009 Conference, August 2009, Ghana. Over the past few years the conceptual mathematical knowledge of mathematics teachers has become a reason for concern (Hill, Schilling & Ball, 2004:11). The fragmented and insufficient nature of the mathematical knowledge of student teachers and in-service teachers, as facilitators of learning and key figures in the transformation of mathematics teaching and learning (Mapolelo, 1999:715), have serious implications for teacher training. Indications are that maths students who are products of the existing school system are not adequately prepared for the scientific and technological community of the 21st century (Matthee & Roode, 1998:1). In order to facilitate conceptual understanding teachers themselves must possess profound mathematical knowledge.
Addressing quality education in Western Uganda
This paper was presented at the Distance Education and Teacher’s Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. This paper explains the importance of quality education and the requisite factors that contribute to good quality education. It also explains the fate of quality education in Uganda indicating the efforts put in to remedy the situation and discusses the situation as it is now especially in the Western Uganda( challenges and dilemma)
African condition and changing goals of science and technology education
This paper was presented at the Distance Education and Teacher’s Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. The paper explores the evolution of science in Africa against the perceived policy emphasis of role of science and technology (S&T) in development. The deployment of science and technology in the school curricula, and the question of relevance are debated with guiding questions such as: Who and what shapes science and technology discourse in school science? What frame of S&T best promotes development in Africa? The presentation examines a range of factors, issues and arguments in science and technology education in Africa, and proposes possible future trajectories of science and technology education.
Alternative teacher training and curriculum strategies
This paper was presented at the Distance Education and Teacher’s Training in Africa (DETA) 2009 Conference, August 2009, Ghana