School mathematics education in Uganda: Its successes and its Failures

Namukasa, Immaculate Kizito; Quinn, Madge; Kaahwa, Janet

doi:10.1016/j.sbspro.2010.03.473

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…Due to limitations of space, results on the pedagogical presentations of other materials as well as on the contextual and discourse dimensions are not included here. Also, Namukasa, Quinn and Kaahwa (2010) discussed the physical appearance of Ugandan textbooks.…”

Section: Results: Features Of Ugandan Mathematics Textbooksmentioning

confidence: 99%

Renewing textbooks to align with reformed curriculum in former colonies: Ugandan school mathematics textbooks

Namukasa

2018

ZDM Mathematics Education

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Several nations have reformed both their mathematics pedagogy and curriculum. The remaining challenge is to review teaching and learning resources to support the renewed pedagogy and curriculum. This paper responds to the question: What pedagogy and curriculum are depicted in textbooks used in Uganda? Ugandan textbooks were analyzed in terms of mathematics content structure and genre, and presentation of written and non-written voice and looks. Whereas certain Ugandan mathematics textbooks used the narrative form and others chose to eliminate the use of extensive text, these textbooks include common characteristics such as spiral coverage of mathematics content. A few strides toward reform pedagogy, such as use of contexts familiar to learners in development of rules and concepts, were evinced among selected Uganda textbooks. More strides are needed in revising a majority textbooks to align with the renewed curricula on certain aspects including integrating learning tools-digital and nondigital-within the textbook resources. A critical reflection on curriculum renewals adopted from other countries is needed when designing textbooks to match these renewals.

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Section: Results: Features Of Ugandan Mathematics Textbooksmentioning

confidence: 99%

Renewing textbooks to align with reformed curriculum in former colonies: Ugandan school mathematics textbooks

Namukasa

2018

ZDM Mathematics Education

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“…More importantly, these tools helped the students to work on their own pace and solve this kind of application problems. Ability for students to self-regulate with the help of mathematical e-learning tools, is vital since past researches have showed that most students lack the motivation or self-drive to acquire mathematics knowledge beyond that of the classroom (Namukasa et al 2010). Thus, we need a rightful mixture of blended learning, use of both content development tool and CAS to generate and deliver content that is appropriate to stimulate creative thinking and knowledge application among learners.…”

Section: Appropriate Content and Pedagogy Approach For Creative Thinkmentioning

confidence: 99%

“…This reflects the vital role mathematics is expected to play in producing high quality, productive and innovative workforce in a country. However, the teaching and learning of university mathematics in countries like Uganda is still engulfed in a multitude of problems that include poor performance, low student morale, poor content delivery and absence of knowledge application (Namukasa et al 2010). Among other interventions, many universities have attempted to introduce e-learning to improve the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

Edwin

Ahn

2019

Educ Inf Technol

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This paper analyses student views on an e-learning intervention that incorporated a content development tool and computer algebra systems, aimed at improving performance and applicability of mathematics knowledge. The study deliberately relied on open source tools, with high usability both online and offline, that can be customized to address the peculiarities of mathematics instruction in developing countries. Repeated ANOVA and logistic regression were among the statistical methods used to analyze the data. Key findings showed that usability and detailed feedback were the qualities of computer algebra system that were most desired by students. Content quality, problem solving abilities and internet availability were key factors for mathematical e-learning satisfaction. The research showed that the use of an interactive content development tool and computer algebra systems can help the teachers to be more innovative and adopt project-based examination formats that encourage knowledge applicability. The e-learning tools helped the students to self-regulate and discover their own knowledge, which increased their chances of handling application type problems. Among others, the study recommended set up of mathematical e-laboratories which can be accessed by students for at least 3 days per week.

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“…On the other hand, while efforts towards improving e-learning usage in developing countries are gathering pace, most of the works has been general in perspective and only few have emphasized mathematical e-learning specifically (Juan, Huertas, Cuypers, & Loch, 2012;Namukasa, Quinn, & Kaahwa, 2010;Elijah, 2012). Additionally, there is a big gap to fill with respect to designing new feasible mathematical e-learning models that are focused at revitalizing the interest, creativity, and applicability of mathematical knowledge for technological advancement in developing countries (Barnes & Venter, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…However, unabated realism in the developing world has resulted in a teacher-centered approach, which has caused students to lag behind especially in science, technology, and mathematical application. In addition, the level of research publications in mathematics from developing countries is either very low or almost nonexistent (Barnes & Venter, 2008;Namukasa et al, 2010;Elijah, 2012).…”

mentioning

confidence: 99%

An e-Learning Model for Teaching Mathematics on an Open Source Learning Platform

Ahn

Edwin

2018

IRRODL

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Throughout the world, mathematics plays a vital role for the educational and developmental aspirations of any country. The quest to teach mathematical knowledge in a viable and effective way so as to induce creativity and applicability among learners is an ongoing challenge, especially for developing countries. A better understanding of how students learn mathematics coupled with effective application of mathematical e-learning can enhance meaningful learning of mathematics and make the subject more exciting. In this note, we introduce a mathematical e-learning model suitable for the modern digital era based on the learning theories of social constructivism, social realism, and connectivity. We then discuss the feasibility of implementing the model on an open source e-learning platform. Our findings reveal that the platform offers a developer’s tool for coding and customizing templates to attain higher levels of usage and interactivity in which learners can create and control learning objects while they observe the results.

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School mathematics education in Uganda: Its successes and its Failures

Cited by 9 publications

References 10 publications

Renewing textbooks to align with reformed curriculum in former colonies: Ugandan school mathematics textbooks

Renewing textbooks to align with reformed curriculum in former colonies: Ugandan school mathematics textbooks

Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

An e-Learning Model for Teaching Mathematics on an Open Source Learning Platform

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