Luckson Muganyizi Kaino

Trends in Mathematics Professional Development Programmes in Post-Apartheid South Africa

Abstract This paper reports on a pilot study on Mathematics Continuous Professional Development (MCPD) programmes in the post-apartheid era South Africa. The study examined current practices in mathematics professional development programmes and the challenges practitioners experience in the implementation of such programmes. The study involved five of the nine provinces in South Africa and the population of the study was 55 that consisted of teachers, principals, subject advisors, district officials, ministry of education and service providers. Data were collected by means of a questionnaire and interviews which were analysed using qualitative methods. The study found that the implementation of MCPD programmes was characterized by different factors such as relations between labour unions and the employer, the political legacy of the country and others. The study also established that different participating groups experienced different challenges regarding the implementation of MCPD programmes. The findings from this pilot study were also useful in the modification of some of the research instruments for main data collection.

Teachers' Mathematical Pedagogical Content Knowledge: Some Trends in Search of Adequate Knowledge for Effective Teaching

Abstract In this paper, as a case study, the teachers’ Pedagogical Content Knowledge (PCK) was determined by analyzing how teachers taught a topic on mathematics and their responses to the questions on the same topic. Data was collected using face-to-face interview schedules with short-answer and multiple-choice type items. A one sample t-test was used to analyze the collected data. The items that were open ended were compiled to generate quantitative data which were then subjected to quantitative analysis. The findings showed that many teachers had no adequate PCK to understand well the characteristics of the problems tackled, solutions obtained by different methods, their interpretation and lack of understanding of students’ problems in learning. It was concluded that teachers needed improvement in their mathematical PCK for effective teaching of the subject.

The use of ICT in achieving the Millennium Development Goals (MDGs) in Universities

The contribution of Information and Communication Technology (ICT) in achieving the Millennium Development Goals (MDGs) and the contribution of higher education institutions in achieving these have been emphasized. This study sought to find out the extent to which university-based researches on ICTs addressed and impacted the three MDGs of gender balance, education development and social and economic development in the target communities. The study was descriptive in nature and used both qualitative and quantitative in design using questionnaires, structured interviews and documentary schedules. The findings of the study showed that sensitivity to gender balance was an incidental matter, ICT applications were a means to extend access to wider educational opportunities, information and communications, and these studies added value to primary local economic resources and productivity-related socioeconomic activities. It was concluded that the studies surveyed did make some positive contributions towards the MDGs agenda and the impact was generally not direct.

Towards a Framework for Effective Mathematics Continuous Professional Development

Abstract This paper surveys various theories and models that have been used in the implementation of mathematics professional development programs in different countries for the past thirty years. The paper also reflects on the ongoing Mathematics Continuous Professional Development (MCPD) project’s pilot study findings (reported in another paper of this special issue) that sought for an appropriate MCPD framework for South Africa. The South African study examined the status of existing MCPD practice and the challenges practitioners experienced in the implementation of MCPD programmes. The paper concludes that MCPD models can be categorized into two frameworks that should be considered for effective MCPD programs. These are the Mathematical Knowledge for Teaching (MKT) framework and the Organizational Framework of the MCPD that should also involve evaluation aspects in these frameworks. It is recommended that a framework that develops mathematics teachers and subject specialists in MKT combined with effective organizational structure at district level involving school principals, district officials, service providers and school based professional development activities could suit the current operational structure in the South African education system for effective MCPD.

Experiences in the dissemination and utilisation of Information and Communication Technology (ICT) research findings from three southern African Universities

Abstract The dissemination and utilisation of research knowledge produced at universities has been debated in recent times. Recent changes and developments at universities suggest an entrepreneurial model of academic research production in which universities have the responsibility not only to carry out research and teaching but also to disseminate research outputs directly to the users for economic growth of the society. In this paper, we present findings on the nature of ICT research studies conducted, the dissemination and utilisation of the research findings in the past five years at the three universities in Botswana, Namibia and Zimbabwe. A major finding of the study was that many ICT studies conducted at these universities did not target particular community groups for dissemination of knowledge generated and consequently, research outputs from these projects were not delivered to their potential end-users. The ICT research knowledge findings remained located mostly in university departments, libraries, and donor or government ministry offices. The main challenge was that of effective dissemination and utilisation of research knowledge outputs by these academic institutions. The main recommendation emerging from the study was on policies and strategies to monitor research outputs and to intensify dissemination and utilisation of academic knowledge produced.

Balancing of Cognitive Abilities: A Challenge to Quality in Mathematical Achievement

Abstract In this paper, as a case study, the researcher looks at the performance of one mathematics module offered through Open distance learning (ODL) to student-teachers. The student-teachers’ examination results for the past four years were analyzed and the set examination as well as performance for the year 2011 were analyzed in the six levels of the Bloom’s taxonomy of the cognitive domain. The findings showed that the set paper reflected lower levels of the cognitive domain and the average performance in the past years was generally good. The findings also indicated that most students performed well in the lower levels indicating that they had not achieved adequate knowledge in higher levels important for critical thinking and problem solving. It was concluded that lower levels in the set examination and the poor performance in higher levels did not reflect quality in the module offered.