Titlebook: Mathematics Education in Africa; The Fourth Industria Brantina Chirinda,Kakoma Luneta,Alphonse Uworwabay Book 2022 The Editor(s) (if applic

AORTA

Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands ofproblem-based learning. We recommend that the Zimbabwean government should aim for interactive mathematics classrooms that are solar-powered. Globally, this chapter is relevant when considering mathematics teaching and learning in the 4IR era.

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Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Inngfully to enhance their classroom experiences. Mathematics education has been perceived to enhance the learning experience. The extent to which achieved learning objectives are measured through CAL at the higher levels of learning remains essential. Premised that digital learning has been well expl

NAVEN

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Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturographic experiences of four University of South Africa lecturers relating to teaching and administering learning and assessments for mathematics education modules. Within the qualitative research approach, we use a collaborative autoethnographic reflexivity approach to demonstrate the intersections

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Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration Ws adapting the tool to realise his pedagogical goal. It is concluded that intricacies such as these point in the direction that, as a start, to get teachers to incorporate GeoGebra in their teaching, applets and the like should be developed to ease the complexities. It also concludes that directed C

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,Factors Influencing Preservice Teachers’ Adoption of WhatsApp as an Interactive Social Media Platfousses ways in which the preservice teachers adapted the features of WhatsApp for moderating online lessons and how they proposed innovative ways of using the platform for handling special features of teacher education such as peer teaching. These are discussed with respect to the knowledge demands o

ALOFT

The Use of Animal Metaphors to Reveal Beliefs of Grade Three Namibian Learners Who Experienced Mathd mathematics with dangerous animals or situations, and they believed mathematics to be a difficult subject to learn. The learners’ beliefs indicated that they struggle to learn mathematics; however, all the learners considered knowledge of the subject an essential part of life.

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