Kakoma Luneta – författare

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.

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 offers a unique perspective on doctoral supervision in southern Africa, showcasing the potential of scholarly reflection. The aim is to share the benefits with a wider audience, catalyzing the use of scholarly literature in global doctoral supervision.

By drawing on the field''s literature, it fosters informed and systematic reflection to transform supervision. With a focus on deep development and affordability, this book presents a model that enhances the quality of doctoral graduates. It builds on collaborative work and analysis of supervision experiences, engaging with key literature and exploring facets of practice. Through personal exemplifications, authors highlight complexities and commonalities across cultural contexts, inspiring systematic improvement in supervision.

A valuable resource for academics, researchers, and practitioners involved in doctoral supervision, this book provides evidence-based insights and creative approaches to pedagogy. It encourages the systematic enrichment of doctoral supervisors worldwide.

This edited volume addresses the need for reforms in mathematics teacher training, spurred by scientific advancements and societal changes, encompassing calls for changes in curricula, content, and instructional methods. The text highlights the complexities of teaching mathematics, specifically within Africa.

It provides an exploration into how mathematics teacher training has evolved to address challenges such as ineffective teaching approaches, lack of resources, technological limitations, and outdated training programs. Through comprehensive systematic reviews for each country in the African region, documentation is provided on the past, present, and envisioned future of teacher training programs.

This undertaking provides a detailed analysis of mathematics teacher training, offering valuable insights for teacher trainers, government ministries of education, and stakeholders across Africa. For anyone invested in enhancing mathematics education in the region, this book offers indispensable guidance and knowledge.