Abstract
With the numerous advantages that characterised the fourth industrial revolution (4IR), Africa needs to intensify improvements in teaching Mathematics as a key Science, Technology, Engineering and Mathematics (STEM) subject at various levels of education. Mathematics is a fundamental and cross-cutting subject in post-basic education. Mathematics occupies a central position because of its roles in this 4IR and the demands of its fast-evolving workplace. This chapter aims to channel a pathway for enhancing teaching and learning using a focal theory departure premised on the existing knowledge of 4IR, focusing on Computer Adaptive Learning (CAL) for Mathematics education. Employing the research design of theory adaptation being a conceptual chapter, this study adopts the learning theory of connectivism, which suggests learners should combine thoughts, theories, and general information meaningfully to enhance their classroom experiences. Mathematics education has been perceived to enhance the learning experience. The extent to which achieved learning objectives are measured through CAL at the higher levels of learning remains essential. Premised that digital learning has been well explored in South Africa compared to other African countries, it was recommended that South Africa should also champion implementing CAL for Mathematics in higher institutions in furtherance of 4IR compliance in education.
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Oladele, J.I., Ndlovu, M., Ayanwale, M.A. (2022). Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility. In: Chirinda, B., Luneta, K., Uworwabayeho, A. (eds) Mathematics Education in Africa. Springer, Cham. https://doi.org/10.1007/978-3-031-13927-7_8
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