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.
Author(s): Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho
Series: Research in Mathematics Education
Publisher: Springer
Year: 2022
Language: English
Pages: 341
City: Cham
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
