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All Journal Journal of Research and Advances in Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal on Mathematics Education
Mulenga, Eddie Mumba
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Education Mathematics Social Sciences Other

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Social media usage among pre-service secondary mathematics teachers in Zambia Mulenga, Eddie Mumba; Marbàn, José María
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.9920

Abstract

Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.
Social media usage among pre-service secondary mathematics teachers in Zambia Mulenga, Eddie Mumba; Marbán, José María
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.9920

Abstract

Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.
Revitalizing geometry education: The role of indigenous pedagogies in Kalomo district’s secondary schools Mulenga, Eddie Mumba; Folokwe, Kingster; Spangenberg, Erica Dorethea
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp889-914

Abstract

Mainstream education often marginalizes the cultural heritage and indigenous knowledge systems of local communities, particularly in mathematics instruction. This study investigates the integration of indigenous pedagogies into geometry education to enhance student engagement and cultural responsiveness. Grounded in a critical constructivist paradigm, the study recognizes knowledge as co-constructed through learners’ cultural experiences and emphasizes the transformative potential of indigenous worldviews in shaping mathematical understanding. It employs a qualitative case study design to explore how traditional knowledge impacts student performance and the challenges faced in its incorporation. Data were collected from teachers, administrators, community elders, and students through interviews, focus groups, and classroom observations. Findings through thematic analysis revealed that indigenous pedagogies, such as traditional geometric patterns and community involvement, enhance student engagement, cultural pride, and geometry performance. Moreover, students demonstrated improved conceptual understanding and enthusiasm when learning activities reflected their cultural contexts. However, challenges include resource limitations, curriculum rigidity, and insufficient professional development. The study recommends creating resources tailored to indigenous pedagogies, greater curricular flexibility, and enhanced administrative support. It concludes by emphasizing the long-term value of integrating indigenous knowledge in mathematics education, not only to improve learning outcomes but also to contribute to cultural sustainability and educational equity in Zambia.
Co-Authors Folokwe, Kingster Marbán, José María Marbàn, José María Spangenberg, Erica Dorethea