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Mathematics Education in Africa

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Abstract

This chapter consists of several sections devoted to countries of various regions in Africa, examining examples of former British, French, and Portuguese colonies. This chapter attempts to trace the complex interactions between yet precolonial traditions and foreign influences. One specific case examined is Uganda.

Former British Colonies: Case Study of Uganda

Charles Opolot-Okurut

This section describes Uganda’s brief historical development of mathematics education from the pre- to post-independence eras, which faced a number of challenges. Education was structured into primary, secondary, and tertiary (mathematics) levels. The pre-independence era was dominated by the destruction of and transition from home-based African traditional education to school-based Western education introduced by missionaries. The post-independence era used syllabi, textbooks, and examinations similar to those of Britain. Mathematics education today struggles to maintain international acceptability and standards.

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Notes

  1. 1.

    The consolidated versions date from 1983 (primary) and 1988 (secondary).

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Author information

Authors and Affiliations

  1. Teachers College, Columbia University, New York, USA

    Alexander Karp

  2. Makerere University, Kampala, Uganda

    Charles Opolot-Okurut

  3. University of Bielefeld, Bielefeld, Germany

    Gert Schubring

Authors
  1. Alexander Karp
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  2. Charles Opolot-Okurut
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  3. Gert Schubring
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Corresponding authors

Correspondence to Alexander Karp , Charles Opolot-Okurut , Gert Schubring or C. Opolot-Okurut .

Editor information

Editors and Affiliations

  1. Teachers College, Columbia University, New York, New York, USA

    Alexander Karp

  2. Universität Bielefeld Institut für Didaktik der Mathematik, Bielefeld, Germany

    Gert Schubring

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Karp, A., Opolot-Okurut, C., Schubring, G. (2014). Mathematics Education in Africa. In: Karp, A., Schubring, G. (eds) Handbook on the History of Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9155-2_19

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