Mathematics Education in Africa: The Fourth Industrial Revolution

Description

This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR. This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers. Foreword References Preface Contents About the Editors and Contributors About the Editors About the Contributors Chapter 1: Is Africa Ready for the Fourth Industrial Revolution? Introduction Purpose and Research Questions Literature Review ICT Integration in Mathematics Education in Some African Countries The Benefits Gained for Learners Taught Through Technology-Based Instructions Methodology Readiness in Teaching and learning STEM Subjects and Other Subjects During the 4IR Challenges That Hinder African Countries from Getting Ready for the 4IR in Teaching Mathematics The Lack of Training on Professional Development Towards ICT to Embrace the 4IR Era Mathematics Curricula That Are Not Designed to Accommodate Changes for the 4IR The Potential Solutions for Mathematics Education Ready for the 4IR Conclusion Appendix: The Reviewed Studies on the Readiness of Education and Mathematics Education in Africa for the 4IR References Chapter 2: Can the Fourth Industrial Revolution Resolve Why the Teaching of Mathematics in the Current Paradigm Continues to Be Decontextualised and Ineffective Introduction Historical Implications of the Mathematics Curriculum in Southern Africa Decolonising the Mathematics Curriculum Through the Place-Based Mathematics Number, Operations and Relationships Patterns, Functions and Algebra Space and Shape Measurement Data Handling The Influence of Problem-Solving Skills and Competences in Decolonising the Mathematics Curriculum Difficulties of Learning Mathematics in the Current Curriculum Difficulties of Teaching Mathematics in the Current Curriculum Addressing Errors and Misconceptions Through Curriculum Review What Is the Fourth Industrial Revolution Mathematics Curriculum? Conclusion References Chapter 3: Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revolution Introduction The Fourth Industrial Revolution in Africa Rationale for Prioritizing Education Why Mathematics Education? Soft Skill Competencies in Select African Countries Zambia Rwanda Kenya Cameroon Ghana Tanzania Opportunities and Challenges Conclusion and Way Forward References Chapter 4: Mathematics Educators’ Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia Introduction Problem Statement Literature Review The Stages of Education Versus Industrial Revolution World Views Ethiopian Education During the Period of COVID-19 Use of e-Learning Platforms in 4IR Elements of 4IR Theoretical Model Methodology Research Design Participants and Sample Size Data Collection Instruments Data Analysis Results Mathematics Teachers’ Backgrounds Influence e-Learning/Online Education in Their Classrooms in the 4IR Era Mathematics Teachers’ e-Readiness to Implement e-Learning Psychological Readiness Sociological Readiness Environmental Readiness Human Resource Readiness, Financial and Course Content Items Technological Skills Conclusion and Future Direction Future Direction References Chapter 5: Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready? Introduction The Fourth Industrial Revolution and Implication for Mathematics Education Teaching Mathematics in the 4IR Era Theoretical Framework Gender and 4IR Tools Adoption Teachers’ Age and 4IR Tools Adoption Methodology Institutional Review Board Statement Results Discussion Conclusions and Recommendations References Chapter 6: Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution Introduction The Fourth Industrial Revolution Features of the Fourth Industrial Revolution Artificial Intelligence (AI) Robotics Three-Dimensional (3D) Printing Computational Thinking (CT) Augmented Reality (AR) and Virtual Reality (VR) The Internet of Things (IoT) The Fourth Industrial Revolution and Mathematics Education Methodology Findings and Discussion Content Competences Teaching-Learning Methods Technology Infrastructure Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align with the Fourth Industrial Revolution Requirements Collaboration Activities New Literacies Mathematics Learning Factories Problem-Based Learning Infrastructure Relevant to Mathematics Teaching and Learning in the Fourth Industrial Revolution Conclusion References Chapter 7: Mathematics Teachers’ Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution Introduction Literature Review The Fourth Industrial Revolution Problem-Based Learning Teacher Self-Efficacy Theoretical Framework Research Methodology Research Design and Paradigm Participants and Sampling Techniques Research Instruments Procedures of Data Collection Data Analysis Results and Discussions Teachers’ Knowledge Teaching Practices Difficulties While Implementing PBL Conclusion and Recommendation References Chapter 8: Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility Introduction Literature Review The Problem Methodology Theoretical and Conceptual Frameworks Assessment as Learning with Computer Adaptive Learning as a 4IR Application in Education Conclusion and Recommendations References Chapter 9: Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools Introduction Literature Review Philosophy of Mathematics Education An Overview of Mathematics Education and the Fourth Industrial Revolution Method of Teaching Mathematics in Rwanda in 4IR Challenges Encountered by Teachers During Teaching Mathematics in 4IR Research Questions Methodology Findings and Discussion Challenges of Teaching Mathematics in 4IR Potential Solutions to the Challenges of Teaching and Learning Mathematics Mathematics Challenging Topics Difficult to Teach Conclusion and Implication References Chapter 10: Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers’ Collaborative Autoethnographic Experiences Introduction Literature Review: Understanding Remote Learning in Higher Education Mathematics Education in 4IR Community of Inquiry and Online Learning Methodology Data Collection and Analysis in Collaborative Autoethnography Ethics on Collaborative Autoethnography Findings and Discussion: Emerging Realities Remote Student Support Through e-Tutoring in a Community of Inquiry Students’ Response to an Online Support System Assessing Students Online Collaboration: Multiple Streams of Cheating Conclusion Recommendations Limitations References Chapter 11: Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account Opening A Brief Note on the Fourth Industrial Revolution and Mathematics Education A Perspective on the Research Canon—The Approach My Experience with Story-Telling The Spark Fault Lines of My CPD Facilitation Regarding Getting Teachers to Design an Activity Towards an Activity A Mere Activity is Not Enough for Teacher Learning The Teacher Learning Goal Thinking and Learning in Which Teachers Might Engage (Anticipations) and the Types of Questions to Be Asked to Spur Teachers’ Thinking Guidelines for Implementing the Teacher Learning Activity A Light Shock Conclusions References Chapter 12: Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities Introduction Problem Statement and Research Question Theoretical Underpinnings Data Collection and Analysis Results and Discussion Guiding Teachers in Making Technology Integration Decisions A New Learning Ecology Teacher Concerns Recommendations Conclusion References Chapter 13: Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms Introduction Literature Review Theoretical Framework Methodology The Field of Our Research The Participants The Observation Tools Analysis of Higher Secondary School Mathematics Curriculum Learning Approach of the Concept of Functions in Higher Secondary School Presentation of the Problems on the Mathematical Functions and a Priori Analysis Findings and Discussion The Cognitive Gains Scores for Students in Learning Mathematical Functions Conclusion Appendix Problème 1 Problème 2 References Chapter 14: Factors Influencing Preservice Teachers’ Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi Introduction Norms in Preservice Mathematics Teacher Education in Malawi Disruption of Norms in Teacher Preparation Due to the Abrupt Onset of COVID-19 Abrupt Transition to 4IR Technologies in Mathematics Teacher Education Review of Related Literature and Theoretical Framework The Role of 4IR Technologies in Teaching Challenges and Opportunities Associated with the Implementation of 4IR Technologies in Africa Theoretical Framework The Theory of Diffusion of Innovations The Technology Acceptance Model (TAM) The Unified Theory of Acceptance and Use of Technology (UTAUT) Research Design and Methodology Data Collection and Analysis Findings Migration from Face-to-Face to Online Teaching Adoption of WhatsApp as an Alternative Platform for Teacher Education Activities Possible Factors Influencing the Adoption of the WhatsApp Platform Performance Expectancy Effort Expectancy Peer Influence Facilitating Conditions Hedonic Motivation Price Value Habit Concluding Discussion References Chapter 15: The Use of Animal Metaphors to Reveal Beliefs of Grade Three Namibian Learners Who Experienced Mathematics Learning Difficulties During the COVID-19 Pandemic Introduction Impacts of COVID-19 on Teaching and Learning in Namibia The Study Rationale Literature Review Beliefs About Mathematics Education The Concept of Mathematics Learning Difficulties Metaphors in Mathematics Education Methodology Research Design and Approach The Context and Site Participants Instrument Procedure Data Collection Data Analysis Findings Metaphors Revealed by Learners Learners’ Beliefs About Learning Mathematics in Relation to Animal Metaphor Discussion Conclusion References Chapter 16: Teaching and Learning Mathematics Using Technology in Rwanda Basic Education Schools Amidst the COVID-19 Pandemic The Fourth Industrial Revolution and Education Mathematics Education in the Fourth Industrial Revolution Rwandan Adaptation of Mathematics Education in the Fourth Industrial Revolution Conceptual Framework and Research Questions Methodology Research Design Participants of the Study Instrumentations Data Analysis Findings Teacher’s Self-Efficacy Beliefs and Perceptions About Teaching Mathematics With Technology Teacher’s Access and Use of Technology Student’s Self-Efficacy Beliefs and Perceptions About Learning Mathematics With Technology Student’s Access and Use of Technology The Use of Technology According to Teaching Experiences, Education Levels, Gender, Grade Level, and School Location Discussion Conclusions References Chapter 17: WhatsApp as Social Media to Enhance the Dialogic Interactions in Mathematics: Grade 9 Teachers and Learners’ Voices Introduction Theoretical Lens Theory of Transactional Distance Community of Practice Literature Review Teacher-Learner Dialogic Interaction (TLDI) Learner-Learner Dialogic Interaction (LLDI) Learner-Content Dialogic Interaction (LCDI) Methodology Data Collection and Analysis Ethical Issues Methodological Norms Methodological Approach Results and Discussion Understanding WhatsApp Communication of the Teacher’s Instructions Peer-Learning Gaining Instrumental Support Glitches and Suggestions Conclusion References Chapter 18: Redefining Distance Learning for the Fourth Industrial Revolution: Lessons Learnt from Egyptian Educators Introduction The Fourth Industrial Revolution: A Timely Correspondence with COVID The Relational Framework for Community Engagement Research Design Distance Learning: The Need for a Contextual Redefinition Reflective Practice Play-Based Learning Project-Based Learning Cross-Generational Exchange Essence-Based Thinking Interdisciplinary Learning Distance Learning: Some Contextual Limitations Questions of Digital Inclusion Questions of Access Questions of Digital Literacy Questions of Wellbeing Conclusion The Typology of Community Engagement Concerning Distance Learning Implications The Unfolding of the Relational Model for Community Engagement References Chapter 19: How Current Literature on the Fourth Industrial Revolution Can Be Used to Enhance Learners’ Self-Regulated Skills Required to Solve Circle Geometry Problems Introduction Research Question Self-Regulated Learning in Mathematics Education Methodology Research Instruments Data Analysis and Discussion The Integration of 4IR to Enhance Self-Directed Learning Implications and Recommendations of the Study Conclusion References Index