Brantina Chirinda – författare

This book supports teacher educators, teachers, coaches, administrators, math-ed faculty, and researchers in understanding and using the Teaching for Robust Understanding (TRU) Framework to improve instruction. Detailed case studies take readers on deep dives into five essential dimensions of classroom practice: The Mathematics; Cognitive Demand; Equitable Access; Agency, Ownership, and Identity; and Formative Assessment.Three case studies form the core of the book. Each case uses the TRU framework to pose conversational questions to the reader on different aspects of the lessons, focusing on the ways that students are led to engage with mathematics and how they make sense of it. These include “What’s important in this classroom episode?,” “What might students be experiencing?,” or “What might the impact of alternative teaching decisions have been in this situation?”. The book concludes with guides for planning, observation, and reflection that readers can use in their own work, continuing the journey toward the ambitious and equitable instruction that each case study describes.This book will support all mathematics educators in developing deeper understandings of mathematics classrooms and in problematizing their own mathematics instruction. By exploring the challenges students face, the decisions teachers make, and the ways that students learn, readers will experience TRU as a powerful way of thinking about instruction – one that can shape lesson planning and reflection and make teaching more impactful and equitable.

This book supports teacher educators, teachers, coaches, administrators, math-ed faculty, and researchers in understanding and using the Teaching for Robust Understanding (TRU) Framework to improve instruction. Detailed case studies take readers on deep dives into five essential dimensions of classroom practice: The Mathematics; Cognitive Demand; Equitable Access; Agency, Ownership, and Identity; and Formative Assessment.Three case studies form the core of the book. Each case uses the TRU framework to pose conversational questions to the reader on different aspects of the lessons, focusing on the ways that students are led to engage with mathematics and how they make sense of it. These include “What’s important in this classroom episode?,” “What might students be experiencing?,” or “What might the impact of alternative teaching decisions have been in this situation?”. The book concludes with guides for planning, observation, and reflection that readers can use in their own work, continuing the journey toward the ambitious and equitable instruction that each case study describes.This book will support all mathematics educators in developing deeper understandings of mathematics classrooms and in problematizing their own mathematics instruction. By exploring the challenges students face, the decisions teachers make, and the ways that students learn, readers will experience TRU as a powerful way of thinking about instruction – one that can shape lesson planning and reflection and make teaching more impactful and equitable.

Historical and current educational perspectives are epistemologically challenging to weave together. The contributors brought together in this book have risen to that challenge and, in the process, have produced a detailed and thorough account of the issues and processes at play.Science, Mathematics, and Technology (SMT) education is recognised globally as a means of developing critically needed human capital. In Zimbabwe, SMT subjects constitute a significant component of the curriculum which, since political independence in 1980, has emphasised application-oriented, experientially-based teaching and learning. Efforts to mainstream this approach have resulted in several significant reforms to the country’s education system. Relatedly, there are ongoing attempts to boost uptake in SMT subjects and, through them, to develop such professional skills as problem-solving, lifelong learning, teamwork, critical thinking, and the capacity to contribute and adapt to our rapidly changing world.There is a self-evident need to document progress made in these efforts and, in the process, to carefully examine issues at play, challenges met, and solutions developed. This book, developed through a partnership involving Zimbabwean editors and authors, was developed to fulfil this need. It is long overdue.

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.

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.

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.

This book is about Science, Technology, Engineering, and Mathematics (STEM) education in poverty and the lessons we learn from Zimbabwe. The world is driving towards the fourth Industrial Revolution (4IR), where economic growth has been attributed to STEM education. STEM education is vital in this era, where both developed and developing countries are undergo rapid changes. Globally, STEM education has been practised differently in schools and universities. University programs, new school curricula, instructional methods, extracurricular programs, and professional development programs for in-service teachers have been created to cater to STEM subjects. STEM education is envisioned to produce critical thinkers, inventors, creators, problem solvers, innovators, and professionals who will solve the world’s ever-changing challenges, including inequity, food insecurity, climate change, inequality, and poverty. STEM is essential to modern education. Zimbabwe has faced significant economic challenges but has made remarkable strides in STEM education. By examining the successes and challenges of STEM education in Zimbabwe, we can learn valuable lessons about improving STEM education in underserved communities.This book contributes to the international debate surrounding the optimal STEM education for students in underserved schools. It incorporates detailed accounts of STEM education in Zimbabwe schools, shedding light on the challenges students and educators face in impoverished areas. In Zimbabwe, STEM education faces significant challenges such as materials and facilities, pedagogy, policy reform, access, and relevance. Some of the main issues highlighted in this book are the need for more resources, including funding, teaching materials, and adequate laboratories. Effective STEM pedagogy is hampered by an education system that emphasises the curriculum and teacher-centred focus instead of focusing on how students can be taught or learn. Research has shown that in Zimbabwe, STEM teachers must apply inventive pedagogies and suitable learner-centred STEM teaching approaches. As a result, there is a need for more STEM-related programs and courses in schools and universities to improve the opportunities for students to pursue careers in these fields. Another challenge is the need for more awareness about the opportunities and importance of STEM education and interest in STEM subjects among students, which can be attributed to a lack of exposure and understanding of the relevance and importance of these fields in today's world.While lack of resources and other challenges hinder effectiveness, opportunity lies in promising pathways of policy and practice. In Zimbabwe, there is a varying degree of success in the implemented competence-based curriculum, which emphasises inquiry-based learning and STEM education. Finally, there is a need for early exposure to STEM-based career opportunities and for more collaboration between the government, private sector, and educational institutions to address these challenges and promote STEM education in Zimbabwe.This book uses Zimbabwe as an example to explore STEM education in poverty. By examining the successes and challenges of STEM education in Zimbabwe, this book offers valuable insights into how STEM education can be integrated into the curriculum in countries with developing and emerging economies. This book is an essential resource for anyone interested in improving STEM education in underserved communities.

This book is about Science, Technology, Engineering, and Mathematics (STEM) education in poverty and the lessons we learn from Zimbabwe. The world is driving towards the fourth Industrial Revolution (4IR), where economic growth has been attributed to STEM education. STEM education is vital in this era, where both developed and developing countries are undergo rapid changes. Globally, STEM education has been practised differently in schools and universities. University programs, new school curricula, instructional methods, extracurricular programs, and professional development programs for in-service teachers have been created to cater to STEM subjects. STEM education is envisioned to produce critical thinkers, inventors, creators, problem solvers, innovators, and professionals who will solve the world's ever-changing challenges, including inequity, food insecurity, climate change, inequality, and poverty. STEM is essential to modern education. Zimbabwe has faced significant economic challenges but has made remarkable strides in STEM education. By examining the successes and challenges of STEM education in Zimbabwe, we can learn valuable lessons about improving STEM education in underserved communities.This book contributes to the international debate surrounding the optimal STEM education for students in underserved schools. It incorporates detailed accounts of STEM education in Zimbabwe schools, shedding light on the challenges students and educators face in impoverished areas. In Zimbabwe, STEM education faces significant challenges such as materials and facilities, pedagogy, policy reform, access, and relevance. Some of the main issues highlighted in this book are the need for more resources, including funding, teaching materials, and adequate laboratories. Effective STEM pedagogy is hampered by an education system that emphasises the curriculum and teacher-centred focus instead of focusing on how students can be taught or learn. Research has shown that in Zimbabwe, STEM teachers must apply inventive pedagogies and suitable learner-centred STEM teaching approaches. As a result, there is a need for more STEM-related programs and courses in schools and universities to improve the opportunities for students to pursue careers in these fields. Another challenge is the need for more awareness about the opportunities and importance of STEM education and interest in STEM subjects among students, which can be attributed to a lack of exposure and understanding of the relevance and importance of these fields in today's world.While lack of resources and other challenges hinder effectiveness, opportunity lies in promising pathways of policy and practice. In Zimbabwe, there is a varying degree of success in the implemented competence-based curriculum, which emphasises inquiry-based learning and STEM education. Finally, there is a need for early exposure to STEM-based career opportunities and for more collaboration between the government, private sector, and educational institutions to address these challenges and promote STEM education in Zimbabwe.This book uses Zimbabwe as an example to explore STEM education in poverty. By examining the successes and challenges of STEM education in Zimbabwe, this book offers valuable insights into how STEM education can be integrated into the curriculum in countries with developing and emerging economies. This book is an essential resource for anyone interested in improving STEM education in underserved communities.