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Mathematics Education in Africa

The Fourth Industrial Revolution

  • Book
  • © 2022

Overview

Editors:
  1. Brantina Chirinda

    1. Faculty of Education, Cape Peninsula University of Technology, Cape Town, South Africa

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  2. Kakoma Luneta

    1. Faculty of Education, University of Johannesburg, Johannesburg, South Africa

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  3. Alphonse Uworwabayeho

    1. University of Rwanda, College of Education (URCE), Kayonza, Rwanda

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  • Addresses the big questions related to mathematics education in Africa
  • Offers insight into the readiness of mathematics education in Africa for 4IR
  • Presents practical case studies on the teaching and learning of mathematics in Africa

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xxiv
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  2. Is Africa Ready for the Fourth Industrial Revolution?

    • Fidele Ukobizaba, Ezechiel Nsabayezu, Alphonse Uworwabayeho
    Pages 1-18

  3. Can the Fourth Industrial Revolution Resolve Why the Teaching of Mathematics in the Current Paradigm Continues to Be Decontextualised and Ineffective

    • Kakoma Luneta
    Pages 19-38

  4. Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revolution

    • Mary A. Ochieng, Penina Kamina
    Pages 39-55

  5. Mathematics Educators’ Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia

    • France Machaba, Tola Bekene Bedada
    Pages 57-76

  6. Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready?

    • Musa A. Ayanwale, Mdutshekelwa Ndlovu, Jumoke I. Oladele
    Pages 77-96

  7. Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution

    • Gladys Sunzuma, Brantina Chirinda, Conilius Chagwiza
    Pages 97-113

  8. Mathematics Teachers’ Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution

    • Aline Dorimana, Alphonse Uworwabayeho, Gabriel Nizeyimana
    Pages 115-130

  9. Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility

    • Jumoke I. Oladele, Mdutshekelwa Ndlovu, Musa A. Ayanwale
    Pages 131-144

  10. Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools

    • Aloys Iyamuremye, Ezechiel Nsabayezu, Jean de Dieu Kwitonda, Claude Habimana, Janvier Mukiza
    Pages 145-157

  11. Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers’ Collaborative Autoethnographic Experiences

    • Hlamulo Wiseman Mbhiza, Motshidisi Masilo, Zingiswa Jojo, France Machaba
    Pages 159-179

  12. Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account

    • Cyril Julie
    Pages 181-193

  13. Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities

    • Charles Smith, Cyril Julie, Faaiz Gierdien
    Pages 195-209

  14. Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms

    • Abdoul Massalabi Nouhou
    Pages 211-226

  15. Factors Influencing Preservice Teachers’ Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi

    • Fraser Gobede, Mercy Kazima, Justina Longwe
    Pages 227-241

  16. The Use of Animal Metaphors to Reveal Beliefs of Grade Three Namibian Learners Who Experienced Mathematics Learning Difficulties During the COVID-19 Pandemic

    • Cloneria Nyambali Jatileni, Shemunyenge Taleiko Hamukwaya
    Pages 243-261

  17. Teaching and Learning Mathematics Using Technology in Rwanda Basic Education Schools Amidst the COVID-19 Pandemic

    • Emmanuel Iyamuremye, Joseph Njiku, Jean Francois Maniraho, Irénée Ndayambaje
    Pages 263-277

  18. WhatsApp as Social Media to Enhance the Dialogic Interactions in Mathematics: Grade 9 Teachers and Learners’ Voices

    • Tšhegofatšo Makgakga
    Pages 279-292

  19. Redefining Distance Learning for the Fourth Industrial Revolution: Lessons Learnt from Egyptian Educators

    • Mariam Makramalla
    Pages 293-305

  20. How Current Literature on the Fourth Industrial Revolution Can Be Used to Enhance Learners’ Self-Regulated Skills Required to Solve Circle Geometry Problems

    • Puleng Motseki
    Pages 307-327
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Keywords

About this book

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.


Reviews

“The book is a valuable window into modern mathematics education in Africa … . It also serves as a mirror to the Global North reflecting the deleterious impact of colonization. … Mathematics Education in Africa: The Fourth Industrial Revolution is potentially of interest for any mathematics educator who feels that they and their students were unique in experiencing the devastating effects … . Not only mathematics educators and researchers but policy makers as well will benefit from this book.” (Jennifer T. H. Hylemon, Educational Studies in Mathematics, Vol. 115 (!), 2024)

Editors and Affiliations

  • Faculty of Education, Cape Peninsula University of Technology, Cape Town, South Africa

    Brantina Chirinda

  • Faculty of Education, University of Johannesburg, Johannesburg, South Africa

    Kakoma Luneta

  • University of Rwanda, College of Education (URCE), Kayonza, Rwanda

    Alphonse Uworwabayeho

About the editors

Brantina Chirinda is a lecturer of Mathematics and Mathematics Education in the Faculty of Education at Cape Peninsula University of Technology (CPUT), a research associate at the University of Johannesburg (UJ) and a visiting research fellow at the University of California at Berkeley. Dr Chirinda holds a PhD in Mathematics Education from the University of Witwatersrand. She is interested in the teaching and learning of mathematics in contexts of disadvantage, specifically focusing on mathematical problem solving and equitable access to content in the mathematics classroom. She has taught Mathematics and Mathematics Education courses at various Southern African institutions for over 20 years. She has published several conference proceedings, book chapters and articles in accredited local and international journals. She has presented her work at several national, regional, and international conferences. Dr Chirinda leads a community project, Southern African Mathematics Empowerment Network (SAMENET), envisaged to empower female mathematics teachers and learners in contexts of disadvantage.

Kakoma Luneta is an Associate Professor of Mathematics Education in the Faculty of Education at the University of Johannesburg, South Africa, where he has been a faculty member since January 2005. Dr Luneta holds a PhD in Mathematics Teacher Education from the University of Witwatersrand and a Master's in Mathematics Teacher Education from the University of Sussex in England. His research interest is in Mathematics Teacher Education at Secondary and Elementary school; Mathematics/numeric cognition, and Professional Development and Mentorship of Mathematics Teachers. He has taught mathematics and physics in various Northern and Southern African countries, the UK and the US. He has supervised to completion several masters and doctoral students from Sub Sahara Africa, Greece and South Korea. He has published four books, over 30 book chapters and articles in accredited journals. DrLuneta was recently appointed a Visiting Scholar at the University of Cambridge Centre for Neuroscience in Education (CNE) and was once a Visiting Associate Professor of Mathematics Education at the University of British Columbia in Canada and a Visiting Scholar at Stanford University in the US. He has also been an invited Keynote Speaker at various academic meetings.

Alphonse Uworwabayeho is a senior mathematics lecturer at the Early Childhood and Primary Education department in the School of Education, the University of Rwanda-College of Education. He is a member of the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) research committee based in the UR-CE and commissioner on mathematics education for the African Mathematics Union (AMU). His research interest includes integrating ICT in the teaching and learning of mathematics and teacher professional development on active learning.

Bibliographic Information

  • Book Title: Mathematics Education in Africa

  • Book Subtitle: The Fourth Industrial Revolution

  • Editors: Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho

  • DOI: https://doi.org/10.1007/978-3-031-13927-7

  • Publisher: Springer Cham

  • eBook Packages: Mathematics and Statistics, Mathematics and Statistics (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022

  • Hardcover ISBN: 978-3-031-13926-0Published: 29 November 2022

  • Softcover ISBN: 978-3-031-13929-1Published: 29 November 2023

  • eBook ISBN: 978-3-031-13927-7Published: 28 November 2022

  • Edition Number: 1

  • Number of Pages: XXIV, 331

  • Number of Illustrations: 15 b/w illustrations, 35 illustrations in colour

  • Topics: Mathematics Education, Teaching and Teacher Education, Science and Technology Studies

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