Marc Schafer – författare

This book demonstrates that using visualisation processes in mathematics education can help to enhance teaching and learning and bridge the inequality gap that exists between well-resourced and under-resourced schools in Southern Africa.

Drawing on classroom research conducted in the Southern African region, it examines how epistemological access in a context of gross inequality can be constructively addressed by providing research-based solutions and recommendations. The book outlines the visualisation process as an integral but often overlooked process of mathematics teaching and learning. It goes beyond the traditional understanding of visualisation processes such as picture forming and using tools and considers visualisation processes that are semiotic in nature and includes actions such as gestures in combination with language. It adds value to the visualisation in mathematics education research discourse and deliberation in Africa.

With a unique focus on Southern Africa and open avenues for further research and collaboration in the region, it will be a highly relevant reading for researchers, academics and post-graduate students of mathematics education, comparative education and social justice education.

This book demonstrates that using visualisation processes in mathematics education can help to enhance teaching and learning and bridge the inequality gap that exists between well-resourced and under-resourced schools in Southern Africa.

Drawing on classroom research conducted in the Southern African region, it examines how epistemological access in a context of gross inequality can be constructively addressed by providing research-based solutions and recommendations. The book outlines the visualisation process as an integral but often overlooked process of mathematics teaching and learning. It goes beyond the traditional understanding of visualisation processes such as picture forming and using tools and considers visualisation processes that are semiotic in nature and includes actions such as gestures in combination with language. It adds value to the visualisation in mathematics education research discourse and deliberation in Africa.

With a unique focus on Southern Africa and open avenues for further research and collaboration in the region, it will be a highly relevant reading for researchers, academics and post-graduate students of mathematics education, comparative education and social justice education.

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.