Contribution of Ineffective Teaching and Learning of Mathematics to Regional Disparities in Socio Economic Development in Africa

Simple item page
dc.contributor.authorRukangu, S. M.
dc.date.accessioned2016-04-15T11:41:05Z
dc.date.available2016-04-15T11:41:05Z
dc.date.issued2003
dc.descriptionPaper presented at the Disparities in developing countries types, challenges and the way forward fourth international conference proceedings of the association of third world studies, inc. Kenya Chapter, held at Kenyatta University Nairobi, Kenya, September 17th to 19th, 2003en_US
dc.description.abstractCauses of diversified curriculum changes in US.A, Europe and Russia have basically been technological compared to other regions. Yet, mathematics has consistently remained a central and important subject in all school curriculum levels. Its immense relationship with other subject areas has created not only pressure on students 'performance in various examinations but also acts as "frustrating belts" for their future careers. Various policy changes, threatening demands for specific entries into the different career training institutions emphasize on mathematical grades . . Direct employment requirements and teaching styles for teachers have often used mathematics for selection purposes. Yet, real mathematical knowledge for socioeconomic development is least solicited from individuals. Priorities for alleviating poor results in mathematics have been identified in various African countries such as Kenya, Zimbabwe and Namibia. Nevertheless, the improvement, if any, is minimal while socio-economic development continues to drop. Poor socioeconomic development can be linked to poor learning in mathematics. Currently the subject s learning procedures produce few individuals with good grades in mathematics and majority with poor grades. It is important to note that good grades per se are not sufficient to enhance socioeconomic development in Africa. There are other mathematical issues that are closely related to such development, which the teaching and learning of mathematics must address. This paper addresses such issues including problem solving and equity for mathematical education. Others are issues relating to poverty, politics and forming a wider learning environment for mathematics education in schools. Unless such issues, and the equity in mathematics in particular are fully addressed, the students' endless poor performance will continue to form a strong base for poor socioeconomic performance in Africa. This is the essence of this paper at this forumen_US
dc.description.sponsorshipCultural Council of the Embassy of the Islamic Republic of Iran, Kenyatta University, Jomo Kenyatta Foundation, Text book Centre, Inter-University Council for East Africa and HACO Industries.en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/14582
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleContribution of Ineffective Teaching and Learning of Mathematics to Regional Disparities in Socio Economic Development in Africaen_US
dc.typeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Contribution of ineffective teaching and learning of mathematics......pdf
Size:
5.08 MB
Format:
Adobe Portable Document Format
Description:
Conference Paper
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
CW-Department of Educational Communication and Technology