Mathematics Education in Sub-Saharan Africa

Bethell, George

doi:10.1596/25289

Cited by 43 publications

(38 citation statements)

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“…The focus on early grade mathematics is informed by concerns about the poor quality of mathematics teaching and learning in the first three years of basic education in Ghana and other African systems (T-TEL, 2015; World Bank, 2004). According to a recent study, African primary teachers are still failing to improve students’ success in learning mathematics (Bethell, 2016).…”

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Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

Akyeampong

2017

Educational Researcher

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Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform since 2004 to incorporate practicum. However, the critical role of teacher educators has been overlooked by policymakers, and few studies have qualitatively investigated their practice and vision. The study draws on qualitative data from the Ghana component of the Teacher Preparation in Africa (TPA) research project to explore eight teacher educators' practice and vision of good teaching of primary mathematics. The study found that teacher educators' practice and vision of good teaching consist of the use of Teaching and Learning Materials (TLMs) and small group activities following specific steps, without understanding the principles of learnercentered pedagogy that could be applied in a variety of classroom contexts and mathematics topics. The study also identified the hierarchical relationship between teacher educators and school teachers as a major challenge for effective practicum, limiting the opportunity to transform teacher educators' vision and practice of primary mathematics teaching.Recommendations for enhancing professional learning opportunities for teacher educators are offered.

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Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

Akyeampong

2017

Educational Researcher

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“…Data from the Programme for International Student Assessment (PISA), a test applied to 15-year olds, show that boys outperform girls in most developing (and developed) countries, with particularly large differences favoring boys in Latin America (OECD 2014). 3 Results from a regional test applied to 6 th graders in Sub-Saharan Africa indicate that boys have higher scores than girls in 12 out of 15 countries (Bethell 2016). 4 In Peru, boys outperform girls in math in a nationwide test of 2 nd graders .…”

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Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. 2 AbstractWe study the determinants of math achievement among children in early elementary school using data from a unique experiment. We find steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys, which suggests that maternal education specifically, and home environments generally, are important. There is no evidence that teacher quality affects the boy-girl differences in early test scores, regardless of whether we measure quality on the basis of classroom effects, teacher effects, or the observed interactions between teachers and children. JEL classification: I21

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“…This empowers the youth to interact with their environment and change their attitude towards different phenomena in life. The youth becomes prepared for the challenges and opportunities in the labour market to support Africa"s development which is increasingly demanding modern knowledge and skills of mathematics and science education, ability to solve problems and to innovate products and processes in future (Bethell, 2016) [61]. It prepares them to develop critical thinking level and being creative in the different circumstances they engage in life.…”

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confidence: 99%

Limiting Factors Influencing Implementation of SMASSE(ASEIandPDSI) Instructional Strategies in Teaching Biology in Secondary Schools in Kakamega North Sub County, Kenya

Sikolia¹,

Toili²,

Owiti³

et al. 2017

IOSRJRME

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Mathematics Education in Sub-Saharan Africa

Cited by 43 publications

References 40 publications

Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Limiting Factors Influencing Implementation of SMASSE(ASEIandPDSI) Instructional Strategies in Teaching Biology in Secondary Schools in Kakamega North Sub County, Kenya

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