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Teaching and Learning Mathematics: Insights from Classrooms in East Africa

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Mathematics Education in East Africa

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

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Abstract

This chapter looks at issues of teaching and learning mathematics in under resourced classrooms in low-income, post-colonial East African countries. It provides insights into issues arising from externally driven pedagogic reforms introduced to promote learners’ active participation in mathematics classrooms without critical engagement with the wider socio-cultural norms within which the reform was introduced. The chapter further raises issues arising due to the language of instruction policies that mandated learning mathematics in English (language of the ex-colonisers), so that learners resorted to ‘safe talk’ and did not necessarily engage with mathematics. Finally, the chapter highlights issues for participation of boys and girls in mathematics due to traditional and stereotypical understanding of gender roles in society. The chapter ends with recommendations for policy and practice to improve teaching and learning in traditional mathematics classrooms in low-income countries.

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Notes

  1. 1.

    The Secondary Education Development Programme II (SEDP II) over 2010–2015, was a continuation of SEDP I, which was implemented between 2004 and 2009, building on the national goals of secondary education provision. (http://www.pmoralg.go.tz).

  2. 2.

    SMASSE programme is a bilateral technical cooperation intervention between Japan, (JICA), and Kenya (MOE) (1998–2003 pilot; 2003–2008 national programme). The goal of SMASE was to enhance the capability of learners in Mathematics and Science through strengthened teaching and learning.

  3. 3.

    Forum for African Women Educationalists (FAWE) is a significant pan-African Non-Governmental Organisation working in 32 African countries to empower girls and women through gender-responsive education. For more information see http://www.fawe.org.

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Authors and Affiliations

  1. Aga Khan University Institute for Educational Development East Africa, Salaama House Urambo Street, PO125, Dar es Salaam, Tanzania

    Anjum Halai

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  1. Anjum Halai
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Editors and Affiliations

  1. East Africa Salama House Urambo, Aga Khan Univ, Inst for Edu Devt, Dar es Salaam, Tanzania

    Anjum Halai

  2. Institute for Educational Development, Aga Khan University, Dares Salaam, Tanzania

    Geoff Tennant

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Halai, A. (2016). Teaching and Learning Mathematics: Insights from Classrooms in East Africa. In: Halai, A., Tennant, G. (eds) Mathematics Education in East Africa. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-27258-0_4

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