Mathematics Education in Africa

Alexander Karp (), Charles Opolot-Okurut () and Gert Schubring ()
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Alexander Karp: Columbia University, Teachers College
Charles Opolot-Okurut: Makerere University
Gert Schubring: University of Bielefeld

Chapter Chapter 19 in Handbook on the History of Mathematics Education, 2014, pp 391-403 from Springer

Abstract: Abstract This chapter consists of several sections devoted to countries of various regions in Africa, examining examples of former British, French, and Portuguese colonies. This chapter attempts to trace the complex interactions between yet precolonial traditions and foreign influences. One specific case examined is Uganda. Former British Colonies: Case Study of Uganda Charles Opolot-Okurut This section describes Uganda’s brief historical development of mathematics education from the pre- to post-independence eras, which faced a number of challenges. Education was structured into primary, secondary, and tertiary (mathematics) levels. The pre-independence era was dominated by the destruction of and transition from home-based African traditional education to school-based Western education introduced by missionaries. The post-independence era used syllabi, textbooks, and examinations similar to those of Britain. Mathematics education today struggles to maintain international acceptability and standards.

Keywords: Mathematics Education; Prospective Teacher; Mathematics Curriculum; Secondary School Teacher; Mathematics Textbook (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-1-4614-9155-2_19

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DOI: 10.1007/978-1-4614-9155-2_19

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