04941nam a22005535i 4500 978-3-031-68755-6 DE-He213 20251030113235.0 cr nn 008mamaa 241010s2024 sz | s |||| 0|eng d 9783031687556 978-3-031-68755-6 10.1007/978-3-031-68755-6 doi LB1705-2286 JNMT bicssc EDU053000 bisacsh JNMT thema Mathematics Teacher Training and Development in Africa [electronic resource] : Trends at Primary and Secondary School Levels / edited by Kakoma Luneta, Marc Schäfer. 1st ed. 2024. Cham : Springer Nature Switzerland : Imprint: Springer, 2024. XIV, 269 p. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Teacher Education, Learning Innovation and Accountability, 2524-5570 Introduction Chapter 1. Trend and concerns in the training of secondary mathematics teachers in Tanzania – the relevance of advanced mathematics courses in teacher training -- Chapter 2. Evolution of Mathematics Teacher Training in Zambia from 2000 to 2020: Curriculum Changes in Context -- Chapter 3. Analyses of Mathematics Teacher Education and Training Programs in Ethiopia -- Chapter 4. Mathematics Teacher Education in Kenya: A Review of its Evolution and Development -- Chapter 5. Mathematics teacher training in Namibia: A systematic review of the reforms, challenges, and implications of the Fourth Industrial Revolution (4IR) -- Chapter 6. Initiatives and changes in Professional Development of Mathematics Teachers in Zimbabwe (1990-2020): current practices and future directions -- Chapter 7. A Systematic Review of the Training of Mathematics Teachers in Nigeria (1990-2020) -- Chapter 8. Examination of Tanzania Secondary School Mathematics Teacher Education Program Alignment with Knowledge, Skills and Competencies for the Fourth Industrial Revolution and Beyond -- Chapter 9. The Evolution of Mathematics Teacher Professional Development in Egypt -- Chapter 10. Mathematics teachers in the 21st century- what affordances and constraints lie in preparing teachers for the Fourth Industrial Revolution(4IR) -- Chapter 11. Developmental trends in the mathematics teachers education curricula in Zimbabwe -- Chapter 12. Professional development of South African primary mathematics teachers: a network of multiple, overlapping, aligned projects for lifelong learning -- Chapter 13. The development of teachers of mathematics in sub-Saharan Africa: reflections on moving forward with confidence. This edited volume addresses the need for reforms in mathematics teacher training, spurred by scientific advancements and societal changes, encompassing calls for changes in curricula, content, and instructional methods. The text highlights the complexities of teaching mathematics, specifically within Africa. It provides an exploration into how mathematics teacher training has evolved to address challenges such as ineffective teaching approaches, lack of resources, technological limitations, and outdated training programs. Through comprehensive systematic reviews for each country in the African region, documentation is provided on the past, present, and envisioned future of teacher training programs. This undertaking provides a detailed analysis of mathematics teacher training, offering valuable insights for teacher trainers, government ministries of education, and stakeholders across Africa. For anyone invested in enhancing mathematics education in the region, this book offers indispensable guidance and knowledge. Teachers Training of. 58400 Mathematics Study and teaching . 59955 Education, Higher. Teaching and Teacher Education. Mathematics Education. 68855 Higher Education. 68980 Luneta, Kakoma. editor. (orcid)0000-0001-9061-0416 https://orcid.org/0000-0001-9061-0416 edt http://id.loc.gov/vocabulary/relators/edt 86284 Schäfer, Marc. editor. edt http://id.loc.gov/vocabulary/relators/edt 86285 SpringerLink (Online service) Springer Nature eBook Printed edition: 9783031687549 Printed edition: 9783031687563 Printed edition: 9783031687570 Teacher Education, Learning Innovation and Accountability, 2524-5570 86286 https://doi.org/10.1007/978-3-031-68755-6 ZDB-2-EDA ZDB-2-SXED 64326 64326