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SPECIAL VOLUME - EDUCATIONAL SCIENCES

ANALYSES OF MATHEMATICS TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS IN SELECTED DEVELOPING AND DEVELOPED COUNTRIES: INSIGHTS FOR QUALITY MATHEMATICS INSTRUCTION IN SUB-SAHARAN AFRICAN COUNTRIES

LUCKSON MUGANYIZI KAINO (University of South Africa, UNISA)

2015 • Pages: 127 • Size: 180x240 • Binding: Hard • PRICE: US $ 35/-RS. 1000/-

(Special Issue of International Journal of Educational Sciences - No. 3)

Analyses of Mathematics

This Special issue comes under the project entitled “Analyses of Mathematics Teacher Professional Development Programs in Selected Developing and Developed Countries: Insights for quality Mathematics Instruction in Sub-Saharan African countries” involving ten countries. These countries are Botswana, Morocco, Namibia, Poland, Singapore, South Korea, South Africa, Swaziland, Tanzania and Zimbabwe. The project is based in the Department of Mathematics Education (DME) at the University of South Africa (UNISA) and is sponsored by the College of Education at UNISA under Community Engagement project initiatives in the college.
Reading through all the articles, the reader will learn about
(i) the processes and strategies used in ten countries in mathematics teacher professional development and as also compared to other countries of the world
(ii) the efforts made by authors to improve mathematics teacher professional development programmes in their countries and
(iii) the efforts of the project team to share research knowledge, networking and fostering partnerships beyond their borders.

CONTENTS

  1. Editorial
  2. Bernard D. Dlamini and Mlungisi H. Dlamini • The Effectiveness of Mathematics Professional Development in Swaziland
  3. David Mtetwa, Bernadette Chabongora, Zakaria Ndemo and Evelyn Maturure • Features of Continuous Professional Development (CPD) of School Mathematics Teachers in Zimbabwe
  4. Alan Rogerson • Reform in Mathematics Teacher Professional Development in Poland
  5. Luckson M. Kaino, Joseph J. Dhlamini, Moshe M. Phoshoko, Zingi M. M. Jojo, Ronél Paulsen and Mapula G. Ngoepe • Trends in Mathematics Professional Development Programmes in Post-Apartheid South Africa
  6. Septimi Kitta • Development of Mathematics Teachers: Experience from Tanzania
  7. Hee-chan Lew • Leadership and Autonomy Driving Mathematics Teacher Education in South Korea
  8. Choshi D. Kasanda • Provision of Mathematics Continuous Professional in Namibia
  9. Nouzha El Yacoubi • New Reforms to Improve Professional Development of Mathematics Teachers in Morocco
  10. Kim Ramatlapana •Advances in the Provision of Mathematics Teacher Professional Development in Botswana
  11. Ronél Paulsen • Professional Development as a Process of Change: Some Reflections on Mathematics Teacher Development
  12. Luckson Muganyizi Kaino • Towards a Framework for Effective Mathematics Continuous Professional Development
  13. Zingiswa Mybert Monica Jojo • Comparative Study on Structural Organisation of Mathematics Continuous Professional Development (MCPD) in Selected Developing and Developed Countries
  14. Moshe Phoshoko • Experiences of Role Players in the Implementation of Mathematics Teachers’ Continuous Professional Development in South Africa

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