After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focused specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. This paper reports on a study which investigated the need for a complementary course for mathematics teachers to address the perceived lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two former mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. And the data was collected by means of two methods namely documents analysis and semi-structured interviews. These methods complemented each other and also provided a degree of cross checking of claims.

This research paper reports strategies used by Grade 6 learners in multiplying whole numbers in five selected primary schools in Kavango East and West regions. A total of 200 learners' mathematics exercise books were analysed in order to identify the commonly used strategies by learners in multiplying whole numbers. A total of ten teachers teaching grade 6 mathematics were also requested to complete a questionnaire which required them to indicate the strategies that they employed in class when teaching multiplication of whole numbers. The teachers indicated that they used a variety of strategies including repeated addition, complete-number (Including doubling), partitioning and compensation to teach multiplication of whole numbers. The results also disclosed that the majority of the learners' mathematics exercise books reflected the use of the traditional method of repeated addition contrary to the teachers' claims. It was also found that a few of the learners used other strategies such as long method, short method and learner "invented" strategies. Additionally, the mathematics curriculum for upper primary learners (Grade 4-7 mathematics syllabus) requires learners to use paper and pencil algorithms to carry out multiplication of whole numbers without calculators (Ministry of Education, Arts & Culture [MoEAC], 2015, p. 2). However, at Grade 6, learners were expected to use paper and pencil algorithms to multiply numbers within the range 0-100000. Analysis of the learners' exercise books indicated that the majority were not able to multiply a two digit by a single digit, a two digit by a two digit and a three digit by a two digit number.

This paper is based on a qualitative case study which investigated the relevance of preparatory mathematics in three selected kindergartens in the Zambezi Region of Namibia. A snowball sampling procedure was used, were each successive participant was named by a preceding individual. Eighty – three (83) kindergartens children aged 5 – 6 years old and four (4) kindergarten teachers took part in the study. The data was collected by means of two methods namely documents analysis and semi – structured interviews which provided a degree of cross checking of claims. The main findings of the study were that the preparatory mathematics is unique, interesting and relevant to the kindergartens and further has basic elements of mathematics that is appropriately connects to the mathematics taught at junior primary, senior primary, junior and senior secondary and the tertiary institutions.

This research paper reports on the importance of practical work in the teaching and learning of integrated natural sciences and health education (INSHE) at Rundu campus. This research was triggered by Ministry of Education report of 2004 which raised growing concerns about the amount and quality of practical work carried out in secondary schools that have both suffered as a result of the impact of the national and international tests in science worldwide. This emanated from a high percentage of secondary school science teachers who experienced a fall on time spent on practical work that appeared to be between one third and a half of all lesson durations. The aim of this study was to enhance the understanding of theory by using practical work. The study adopted a mixed approach method in reporting informants’ views as data was collected from several laboratory experiments where it was found out that the informants lacked rudimentary knowledge, methods and skills. It is against this backdrop that this research used questionnaires and semi – structured (stimulated – recall) interviews for the purpose of providing allogamy of claims and ideas. This study involved a total of ninety – three (93) pre -service INSHE student – teachers. These informants were purposefully selected due to lack of exposure in practical work from their former schools. The findings from this study indicated that there is both a degree of exposure and enhancement of conceptual understanding of theory using practical work after student teachers have been exposed to practical work at the University of Namibia, Rundu Campus (UNAM:RC). The results also revealed that there is a need for improvement in administering practical work in schools. It is evident that practical work plays a very important role in the teaching and learning of integrated natural sciences subjects.

The analysis presented in this study draws from a theoretical framework that sees indigenous knowledge (IK) and discourse as important features of ethno–science publication in Namibia. The study aims to make a meaningful contribution to an ongoing debate about IK in Namibia and the world over; the use of IK in the construction of knowledge about ethno–science; analysis and exploration of IK. As such the study looks at the process of authenticating ethno – scientific argument, knowledge and skills, providing clear understanding of how IK is used to protect the environment