Mapping Equity and Quality in Mathematics Education

Abstract

This chapter presents findings from an analysis of data from participants in a bi-annual international mathematics education conference with regard to the practical realization of objectives relating to inclusion and quality in the conference. The chapter presents the context and objectives of the organizing Society and its interpretation of objectives in operationalizing a conference. It examines, theoretically, issues relating to inclusion of participants and quality of scientific work in the context of such a conference. It presents findings related to analysis of three sources of data -evaluation questionnaires from participants at the end of a conference, interviews with participants during a conference, and comments from group leaders written during and after a conference. Finally it synthesizes from issues raised and relates these to theoretical issues, presenting a tentative framework for creating and evaluating a conference which has principled objectives with relation to quality and inclusion.

Effective mathematics learning through APOS theory by dint of cognitive abilities

“…This concern for the need for effective teaching of mathematics was further amplified by the recorded failure and underperformance of learners in various aspects of mathematics in Nigeria and elsewhere around the world (Awofala et al, 2020). This consequently led to the sponsorship of many projects internationally (Atweh et al, 2011) in order to address problems bedeviling the teaching of mathematics (Adler & Venkat, 2014;Askew et al, 2012) as well as enhance the performance of learners. In view of this, the need for developing an alternative to effective teaching of mathematics is paramount.…”