A Design Approach to Mathematics Teacher Educator Development in East Africa
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Resumo
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Research and Advances in Mathematics Education
- Ano
- 2021
- Idioma
- en
- Palavras-chave
- Teacher Educators; Professional Development; Elementary School Mathematics; Mathematics Teachers; Teacher Collaboration; Technology Integration; Technological Literacy; Pedagogical Content Knowledge; Program Effectiveness; Distance Education; Blended Learning; Foreign Countries
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- ISSN
- 2503-3697
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GOLDING, Jennie; BATIIBWE, Marjorie Sarah K.. A Design Approach to Mathematics Teacher Educator Development in East Africa. Journal of Research and Advances in Mathematics Education, 2021. Disponível em: https://eric.ed.gov/?id=EJ1283807. Acesso em: 5 nov. 2026.
APA
Golding, J., & Batiibwe, M. S. K. (2021). A Design Approach to Mathematics Teacher Educator Development in East Africa. Journal of Research and Advances in Mathematics Education. https://eric.ed.gov/?id=EJ1283807
BibTeX
@article{golding2021,
author = {Golding, Jennie and Batiibwe, Marjorie Sarah K.},
title = {A Design Approach to Mathematics Teacher Educator Development in East Africa},
year = {2021},
journal = {Journal of Research and Advances in Mathematics Education},
url = {https://eric.ed.gov/?id=EJ1283807},
language = {en}
}RIS
TY - JOUR AU - Golding, Jennie AU - Batiibwe, Marjorie Sarah K. TI - A Design Approach to Mathematics Teacher Educator Development in East Africa PY - 2021 JO - Journal of Research and Advances in Mathematics Education UR - https://eric.ed.gov/?id=EJ1283807 LA - en ER -
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