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020 _a9783031687556
_9978-3-031-68755-6
024 7 _a10.1007/978-3-031-68755-6
_2doi
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU053000
_2bisacsh
072 7 _aJNMT
_2thema
245 1 0 _aMathematics Teacher Training and Development in Africa
_h[electronic resource] :
_bTrends at Primary and Secondary School Levels /
_cedited by Kakoma Luneta, Marc Schäfer.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aXIV, 269 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aTeacher Education, Learning Innovation and Accountability,
_x2524-5570
505 0 _aIntroduction 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.
520 _aThis 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.
650 0 _aTeachers
_xTraining of.
_958400
650 0 _aMathematics
_xStudy and teaching .
_959955
650 0 _aEducation, Higher.
650 1 4 _aTeaching and Teacher Education.
650 2 4 _aMathematics Education.
_968855
650 2 4 _aHigher Education.
_968980
700 1 _aLuneta, Kakoma.
_eeditor.
_0(orcid)0000-0001-9061-0416
_1https://orcid.org/0000-0001-9061-0416
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_986284
700 1 _aSchäfer, Marc.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_986285
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031687549
776 0 8 _iPrinted edition:
_z9783031687563
776 0 8 _iPrinted edition:
_z9783031687570
830 0 _aTeacher Education, Learning Innovation and Accountability,
_x2524-5570
_986286
856 4 0 _uhttps://doi.org/10.1007/978-3-031-68755-6
912 _aZDB-2-EDA
912 _aZDB-2-SXED
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