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

Heutagogy in action: Unveiling the transformative power of virtual “air campus” experiences of mathematics trainee teachers

“…Second, this study emphasizes how critical it is for trainee teachers to acquire digital literacy skills, particularly in the age of the fourth industrial revolution, when technologies like cloud computing, artificial intelligence, and machine learning have become usual (Ahiakpa et al, 2023;Luneta, 2022a;Traore, 2021). The fact that many university students, including those from low-resource contexts, do own a smart phone is ample evidence that using mobile technologies (such smartphones) has made things easier (Chimpololo, 2021).…”

The essence of contextualising mathematics for effective learning

“…Place-based mathematics, which in this article also refers to as community-based mathematics, is defined as an approach to critical mathematics education that engages learners and teachers and communities to their land and the surrounding in ways that provide transparency, vision and existence of the mathematics in context (Luneta 2022). Content knowledge in mathematics refers to knowledge of the mathematics being taught and pedagogical content knowledge is the knowledge of how to teach mathematics.…”

“…By definition, identification of mathematics in the given context is a teacher's ability to acknowledge and utilise all mathematical implications and artifacts that surround the community, the land and the classroom. I will in this article provide examples from Luneta (2022) that illustrate various community-based mathematics-related features and demonstrate how teachers' conceptual and procedural knowledge of the subject is important in these contexts. Most critics of place-based and community-based mathematics point out that it is only applicable to easy, simple, elementary mathematics.…”