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Mathematics

Gender issues in teacher education

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. In Uganda, the notions that males excel in mathematics, science, and technology and that females excel in the arts are two of many beliefs and cultural influences that are passed down through generations. The dynamic is all the more powerful in that; adults may not realize they are holding these beliefs and acting on them. Subtle and unintended messages can create the idea among girls and boys that there are fields they cannot be successful in because of their sex. Children reflect and reinforce this attitude through their peer interactions.

Author:
DR.SR. Therese Tinkasiimire
URL:
URL
Conference:
Distance Education and Teacher Training in Africa DETA Conference 2007
Date:
2007
Gender Issues    Mathematics    Religious studies    Science    Teacher Education    Technology

Dealing with pedagogy and mathematical content Presentation

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. In this paper I draw on a research in describing and discussing the pedagogy, mathematical content and the reality of teachers’ instructional situation- a case study. New styles of teaching have emerged over decades. The recitation still dominates the field of mathematics instruction, as it does for most subjects. More varied pedagogical repertoires are regularly advocated and are beginning to take root; however, these can be characterized as a broad and low trend toward the teacher increasingly assuming the role of facilitator of student learning. No one can learn for someone else, so the teacher creates an environment in which students are able to advance their own knowledge. The methodology involved in this study was largely qualitative for which an exploratory approach was used. The respondents (fifteen learners, five tutors and guardians respectively) were selected according to a purposive non- probability sample method; semi-structured interview with a schedule for each of the respondents (guardians) was used. An inductive form of reasoning was used and concepts, insights and understanding developed from patterns in the data. Responses (likert format questions) that were quantified were transformed into tables where percentages were computed to determine the degree of emphasis. It is hoped that this study will make a worthwhile contribution to the field of Mathematics teaching.

Author:
Anass Bayaga
URL:
URL
Conference:
Distance Education and Teacher Training in Africa DETA Conference 2007
Date:
2007
Mathematics    Pedagogy    Teacher Education    Teaching

Dealing with pedagogy and mathematical content

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. In this paper I draw on a research in describing and discussing the pedagogy, mathematical content and the reality of teachers’ instructional situation- a case study. New styles of teaching have emerged over decades. The recitation still dominates the field of mathematics instruction, as it does for most subjects. More varied pedagogical repertoires are regularly advocated and are beginning to take root; however, these can be characterized as a broad and low trend toward the teacher increasingly assuming the role of facilitator of student learning. No one can learn for someone else, so the teacher creates an environment in which students are able to advance their own knowledge. The methodology involved in this study was largely qualitative for which an exploratory approach was used. The respondents (fifteen learners, five tutors and guardians respectively) were selected according to a purposive non- probability sample method; semi-structured interview with a schedule for each of the respondents (guardians) was used. An inductive form of reasoning was used and concepts, insights and understanding developed from patterns in the data. Responses (likert format questions) that were quantified were transformed into tables where percentages were computed to determine the degree of emphasis. It is hoped that this study will make a worthwhile contribution to the field of Mathematics teaching.

Author:
Anass Bayaga
URL:
URL
Conference:
Distance Education and Teacher Training in Africa DETA Conference 2007
Date:
2007
Mathematics    Pedagogy    Teacher Education    Teaching

A model for the conceptual learning of mathematics in a technologically enhanced learning environment for first-year prospective mathematics teachers Presentation

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.

Author:
Annalie Roux
URL:
URL
Conference:
Distance Education and Teacher Education in Africa DETA Conference 2009
Date:
2009
Mathematics    mathematics-teachers    Technology   

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.

Author:
Annalie Roux
URL:
URL
Conference:
Distance Education and Teacher Education in Africa DETA Conference 2009
Date:
2009
Mathematics    mathematics-teachers    Technology   

Investing in leadership, governance and management to improve quality education: A challenge of Africa

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2011 Conference, in August 2011, Mozambique. One of the challenges facing African education to pursue the United Nations Education For a All (EFA) and to achieve Millennium Development Goals (MDGs) is inadequate financial resources to improve p the quality of education, and achieve equity and equality of outcomes especially school education, While funding is undoubtedly key, sometimes in, and by itself is not a guarantee to achieve equity and equality of outcomes.

Author:
Isaac Ntshoe and Jacob Selesho
URL:
URL
Conference:
Distance Education and Teacher Education in Africa DETA CONFERENCE 2011
Date:
2011
African-education    Governance    Leadership    Mathematics    Quality education   

Quality assurance in Mathematics teacher education via open and distance learning

The production and retention of Mathematics teaches has been an issue of concern for Mathematics educators in Nigeria. Lassa (2000), quoted in Eraikhuemen & Eraikhuemen (2010) opined that the recruitment and retention of competent teachers have been one of the greatest problems of teacher education in Nigeria and in other parts of the world. To buttress this fact and will particular reference to Mathematics teacher education, the study of Eraikhuemen & Eraikhuemen revealed that between 3 and 13% of the teacher trainees involved in the study were not interested in teaching, they will only teach as a last resort when they complete the training programme. In the same vein, Eraikhuemen & Oteze (2008) explained that majority of the students studying Mathematics in the University are not interested in the subject. According to them, the students did not make a choice of Mathematics as a course of study, but are studying it as a last resort.

Author:
Dr. (Mrs.) Lucy Eraikhuemen
URL:
URL
Conference:
Distance Education and Teacher Education in Africa DETA Conference 2011
Date:
2011
Face-to-face support    Learning support    Mathematics    Mediated support    Teacher education   

 
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