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

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预感

,Mathematics Teachers’ Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revoling technology and market demands of the Fourth Industrial Revolution (4IR). However, actual teachers’ teaching practices reveal difficulties in satisfying these requirements. The present book chapter analyses the implementation of the Problem-based Learning (PBL) model by secondary school mathemati

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Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selecte population was all 328 ordinary and advanced mathematics teachers from three selected Eastern province districts: Kayonza, Rwamagana, and Gatsibo. A total of 109 mathematics teachers were randomly selected to participate in the study. A Likert scale questionnaire was used to collect data. The resul

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Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms,in . learning faced by students in the Niger Republic during the 4IR. We are particularly interested in strategies for solving mathematical function problems within the GeoGebra environment during higher secondary school mathematics classes. The theoretical framework of this study was built from the

联想记忆

,Factors Influencing Preservice Teachers’ Adoption of WhatsApp as an Interactive Social Media Platfoibility challenges of specialised online educational platforms. Participants were drawn from a class of 41 preservice secondary school mathematics teachers during their final year at a public university in Malawi. The COVID-19 pandemic necessitated a switch from the usual face-to-face mode to specia

Institution

The Use of Animal Metaphors to Reveal Beliefs of Grade Three Namibian Learners Who Experienced Mathed during the COVID-19 pandemic. The learners had been observed by their teacher and had been found to be experiencing difficulties in learning mathematics. The teacher, therefore, labelled the learners as experiencing mathematics learning difficulties (MLD) and believed they were not mathematically