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All Journal Journal of Advanced Sciences and Mathematics Education
Terungwa James Age
UNIVERSITY OF SOUTH AFRICA,PRETORIA
Chemistry Education Mathematics Physics Social Sciences

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Ubuntulisation of mathematics classroom for the enhancement of learner’s interest and achievement Terungwa James Age
Journal of Advanced Sciences and Mathematics Education Vol. 4 No. 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.367

Abstract

Background: One of the primary challenges confronting African mathematics educators and students is the wholesale adoption of external methods, approaches, and ideas in the teaching and learning of mathematics. In response to this challenge, the concept of ethnomathematics has emerged, although it remains largely unadopted across many African countries. Recently, Social Justice Mathematics has been developed, a concept closely aligned with the principles of Ubuntu, which emphasizes equality and justice in all aspects of human life. Aim: This paper aims to highlight the ubuntulisation of mathematics classrooms. Instead of fully adopting Social Justice Mathematics as a contemporary solution to enhance students' interest and achievement in mathematics, this paper proposes an Africanized approach by integrating Ubuntu as a foundational element of ethnomathematics. This approach is posited to achieve greater success among learners. Methods: The study involves a comprehensive review of existing literature on ethnomathematics, Social Justice Mathematics, the benefits of Social Justice Mathematics in learning, Ubuntu pedagogy, and the ubuntulisation of mathematics classrooms.Results: The paper presents relevant examples that emphasize the need for mathematics educators to incorporate African cultural contexts in the planning and teaching of mathematics.Conclusion: The study concludes by recommending the ubuntulisation of mathematics classrooms as an effective alternative to Social Justice Mathematics for enhancing students' interest and achievement in mathematics.
Mathematics student teachers external supervisors beliefs about mathematics: ODeL environment in focus Masilo France Machaba; Terungwa James Age; Puleng Edwin Rankweteke
Journal of Advanced Sciences and Mathematics Education Vol. 4 No. 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.411

Abstract

Background: There are diverse beliefs regarding the nature of mathematics, which directly influence the teaching and learning approaches adopted in mathematics education. These beliefs range from mathematics being a collection of facts, rules, and skills, to viewing it as a dynamic and ever-evolving discipline.Aim: This study investigates the beliefs of mathematics student teachers external supervisors regarding the nature of mathematics, learning mathematics, mathematics achievement, and their preparedness for teaching mathematics within an Open Distance e-Learning (ODeL) environment to address challenges and improve the effectiveness of Teaching Practice (TP) supervision.Method: A quantitative survey design was employed, utilizing a structured questionnaire adapted from the Firstmath Project. Data were collected from 43 respondents out of a population of 76 mathematics student teachers external supervisors, selected through random sampling across six provinces in South Africa. The analysis framework was guided by Ernest, three conceptions of mathematics: problem-solving, Platonist, and Instrumental views. Descriptive statistics were used to analyze the data.Results: The findings revealed a significant gap in external supervisors understanding of the mathematics classroom as a dynamic environment for teaching and learning. Many supervisors lacked exposure to contemporary pedagogical strategies tailored for the ODeL context.Conclusion: The study recommends the implementation of developmental programs aimed at equipping mathematics external supervisors with innovative approaches to teaching and learning mathematics. Such initiatives would enhance their readiness to support student teachers effectively in an ODeL environment.
Co-Authors Masilo France Machaba Puleng Edwin Rankweteke