Mathematics Education in Africa: The Fourth Industrial Revolution

Foreword
References
Preface
Contents
About the Editors and Contributors
About the Editors
About the Contributors
Chapter 1: Is Africa Ready for the Fourth Industrial Revolution?
	Introduction
	Purpose and Research Questions
	Literature Review
		ICT Integration in Mathematics Education in Some African Countries
		The Benefits Gained for Learners Taught Through Technology-Based Instructions
	Methodology
		Readiness in Teaching and learning STEM Subjects and Other Subjects During the 4IR
	Challenges That Hinder African Countries from Getting Ready for the 4IR in Teaching Mathematics
		The Lack of Training on Professional Development Towards ICT to Embrace the 4IR Era
		Mathematics Curricula That Are Not Designed to Accommodate Changes for the 4IR
	The Potential Solutions for Mathematics Education Ready for the 4IR
	Conclusion
	Appendix: The Reviewed Studies on the Readiness of Education and Mathematics Education in Africa for the 4IR
	References
Chapter 2: Can the Fourth Industrial Revolution Resolve Why the Teaching of Mathematics in the Current Paradigm Continues to Be Decontextualised and Ineffective
	Introduction
	Historical Implications of the Mathematics Curriculum in Southern Africa
	Decolonising the Mathematics Curriculum Through the Place-Based Mathematics
	Number, Operations and Relationships
	Patterns, Functions and Algebra
	Space and Shape
	Measurement
	Data Handling
		The Influence of Problem-Solving Skills and Competences in Decolonising the Mathematics Curriculum
		Difficulties of Learning Mathematics in the Current Curriculum
		Difficulties of Teaching Mathematics in the Current Curriculum
	Addressing Errors and Misconceptions Through Curriculum Review
	What Is the Fourth Industrial Revolution Mathematics Curriculum?
	Conclusion
	References
Chapter 3: Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revolution
	Introduction
	The Fourth Industrial Revolution in Africa
	Rationale for Prioritizing Education
		Why Mathematics Education?
	Soft Skill Competencies in Select African Countries
		Zambia
		Rwanda
		Kenya
		Cameroon
		Ghana
		Tanzania
	Opportunities and Challenges
	Conclusion and Way Forward
	References
Chapter 4: Mathematics Educators’ Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia
	Introduction
	Problem Statement
	Literature Review
		The Stages of Education Versus Industrial Revolution World Views
		Ethiopian Education During the Period of COVID-19
		Use of e-Learning Platforms in 4IR
		Elements of 4IR
	Theoretical Model
	Methodology
		Research Design
		Participants and Sample Size
		Data Collection Instruments
		Data Analysis
	Results
		Mathematics Teachers’ Backgrounds Influence e-Learning/Online Education in Their Classrooms in the 4IR Era
		Mathematics Teachers’ e-Readiness to Implement e-Learning
		Psychological Readiness
		Sociological Readiness
		Environmental Readiness
		Human Resource Readiness, Financial and Course Content Items
		Technological Skills
	Conclusion and Future Direction
		Future Direction
	References
Chapter 5: Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready?
	Introduction
	The Fourth Industrial Revolution and Implication for Mathematics Education
	Teaching Mathematics in the 4IR Era
	Theoretical Framework
	Gender and 4IR Tools Adoption
	Teachers’ Age and 4IR Tools Adoption
	Methodology
	Institutional Review Board Statement
	Results
	Discussion
	Conclusions and Recommendations
	References
Chapter 6: Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution
	Introduction
	The Fourth Industrial Revolution
		Features of the Fourth Industrial Revolution
			Artificial Intelligence (AI)
			Robotics
			Three-Dimensional (3D) Printing
			Computational Thinking (CT)
			Augmented Reality (AR) and Virtual Reality (VR)
			The Internet of Things (IoT)
	The Fourth Industrial Revolution and Mathematics Education
	Methodology
	Findings and Discussion
		Content
		Competences
		Teaching-Learning Methods
		Technology
		Infrastructure
		Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align with the Fourth Industrial Revolution Requirements
			Collaboration Activities
			New Literacies
			Mathematics Learning Factories
			Problem-Based Learning
		Infrastructure Relevant to Mathematics Teaching and Learning in the Fourth Industrial Revolution
	Conclusion
	References
Chapter 7: Mathematics Teachers’ Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution
	Introduction
	Literature Review
		The Fourth Industrial Revolution
		Problem-Based Learning
		Teacher Self-Efficacy
		Theoretical Framework
	Research Methodology
		Research Design and Paradigm
		Participants and Sampling Techniques
		Research Instruments
		Procedures of Data Collection
		Data Analysis
	Results and Discussions
		Teachers’ Knowledge
		Teaching Practices
		Difficulties While Implementing PBL
	Conclusion and Recommendation
	References
Chapter 8: Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility
	Introduction
	Literature Review
	The Problem
	Methodology
	Theoretical and Conceptual Frameworks
	Assessment as Learning with Computer Adaptive Learning as a 4IR Application in Education
	Conclusion and Recommendations
	References
Chapter 9: Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools
	Introduction
	Literature Review
		Philosophy of Mathematics Education
	An Overview of Mathematics Education and the Fourth Industrial Revolution
	Method of Teaching Mathematics in Rwanda in 4IR
	Challenges Encountered by Teachers During Teaching Mathematics in 4IR
	Research Questions
	Methodology
	Findings and Discussion
		Challenges of Teaching Mathematics in 4IR
		Potential Solutions to the Challenges of Teaching and Learning Mathematics
	Mathematics Challenging Topics Difficult to Teach
	Conclusion and Implication
	References
Chapter 10: Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers’ Collaborative Autoethnographic Experiences
	Introduction
	Literature Review: Understanding Remote Learning in Higher Education
		Mathematics Education in 4IR
	Community of Inquiry and Online Learning
	Methodology
		Data Collection and Analysis in Collaborative Autoethnography
		Ethics on Collaborative Autoethnography
	Findings and Discussion: Emerging Realities
	Remote Student Support Through e-Tutoring in a Community of Inquiry
	Students’ Response to an Online Support System
	Assessing Students Online
		Collaboration: Multiple Streams of Cheating
	Conclusion
	Recommendations
	Limitations
	References
Chapter 11: Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account
	Opening
	A Brief Note on the Fourth Industrial Revolution and Mathematics Education
	A Perspective on the Research Canon—The Approach
	My Experience with Story-Telling
	The Spark
	Fault Lines of My CPD Facilitation Regarding Getting Teachers to Design an Activity
		Towards an Activity
		A Mere Activity is Not Enough for Teacher Learning
		The Teacher Learning Goal
		Thinking and Learning in Which Teachers Might Engage (Anticipations) and the Types of Questions to Be Asked to Spur Teachers’ Thinking
		Guidelines for Implementing the Teacher Learning Activity
		A Light Shock
	Conclusions
	References
Chapter 12: Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities
	Introduction
	Problem Statement and Research Question
	Theoretical Underpinnings
	Data Collection and Analysis
	Results and Discussion
	Guiding Teachers in Making Technology Integration Decisions
		A New Learning Ecology
		Teacher Concerns
	Recommendations
	Conclusion
	References
Chapter 13: Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms
	Introduction
	Literature Review
	Theoretical Framework
	Methodology
		The Field of Our Research
		The Participants
		The Observation Tools
		Analysis of Higher Secondary School Mathematics Curriculum
		Learning Approach of the Concept of Functions in Higher Secondary School
		Presentation of the Problems on the Mathematical Functions and a Priori Analysis
	Findings and Discussion
		The Cognitive Gains Scores for Students in Learning Mathematical Functions
	Conclusion
	Appendix
		Problème 1
		Problème 2
	References
Chapter 14: Factors Influencing Preservice Teachers’ Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi
	Introduction
		Norms in Preservice Mathematics Teacher Education in Malawi
		Disruption of Norms in Teacher Preparation Due to the Abrupt Onset of COVID-19
		Abrupt Transition to 4IR Technologies in Mathematics Teacher Education
	Review of Related Literature and Theoretical Framework
		The Role of 4IR Technologies in Teaching
		Challenges and Opportunities Associated with the Implementation of 4IR Technologies in Africa
	Theoretical Framework
		The Theory of Diffusion of Innovations
		The Technology Acceptance Model (TAM)
		The Unified Theory of Acceptance and Use of Technology (UTAUT)
	Research Design and Methodology
		Data Collection and Analysis
	Findings
		Migration from Face-to-Face to Online Teaching
		Adoption of WhatsApp as an Alternative Platform for Teacher Education Activities
		Possible Factors Influencing the Adoption of the WhatsApp Platform
			Performance Expectancy
			Effort Expectancy
			Peer Influence
			Facilitating Conditions
			Hedonic Motivation
			Price Value
			Habit
	Concluding Discussion
	References
Chapter 15: The Use of Animal Metaphors to Reveal Beliefs of Grade Three Namibian Learners Who Experienced Mathematics Learning Difficulties During the COVID-19 Pandemic
	Introduction
		Impacts of COVID-19 on Teaching and Learning in Namibia
		The Study Rationale
	Literature Review
		Beliefs About Mathematics Education
		The Concept of Mathematics Learning Difficulties
		Metaphors in Mathematics Education
	Methodology
		Research Design and Approach
		The Context and Site
		Participants
		Instrument
		Procedure
		Data Collection
		Data Analysis
	Findings
		Metaphors Revealed by Learners
		Learners’ Beliefs About Learning Mathematics in Relation to Animal Metaphor
	Discussion
	Conclusion
	References
Chapter 16: Teaching and Learning Mathematics Using Technology in Rwanda Basic Education Schools Amidst the COVID-19 Pandemic
	The Fourth Industrial Revolution and Education
	Mathematics Education in the Fourth Industrial Revolution
	Rwandan Adaptation of Mathematics Education in the Fourth Industrial Revolution
	Conceptual Framework and Research Questions
	Methodology
		Research Design
		Participants of the Study
		Instrumentations
		Data Analysis
	Findings
		Teacher’s Self-Efficacy Beliefs and Perceptions About Teaching Mathematics With Technology
		Teacher’s Access and Use of Technology
		Student’s Self-Efficacy Beliefs and Perceptions About Learning Mathematics With Technology
		Student’s Access and Use of Technology
		The Use of Technology According to Teaching Experiences, Education Levels, Gender, Grade Level, and School Location
	Discussion
	Conclusions
	References
Chapter 17: WhatsApp as Social Media to Enhance the Dialogic Interactions in Mathematics: Grade 9 Teachers and Learners’ Voices
	Introduction
	Theoretical Lens
		Theory of Transactional Distance
		Community of Practice
	Literature Review
		Teacher-Learner Dialogic Interaction (TLDI)
		Learner-Learner Dialogic Interaction (LLDI)
		Learner-Content Dialogic Interaction (LCDI)
	Methodology
		Data Collection and Analysis
		Ethical Issues
		Methodological Norms
	Methodological Approach
	Results and Discussion
		Understanding WhatsApp
		Communication of the Teacher’s Instructions
		Peer-Learning
		Gaining Instrumental Support
		Glitches and Suggestions
	Conclusion
	References
Chapter 18: Redefining Distance Learning for the Fourth Industrial Revolution: Lessons Learnt from Egyptian Educators
	Introduction
	The Fourth Industrial Revolution: A Timely Correspondence with COVID
	The Relational Framework for Community Engagement
	Research Design
	Distance Learning: The Need for a Contextual Redefinition
		Reflective Practice
		Play-Based Learning
		Project-Based Learning
		Cross-Generational Exchange
		Essence-Based Thinking
		Interdisciplinary Learning
	Distance Learning: Some Contextual Limitations
		Questions of Digital Inclusion
		Questions of Access
		Questions of Digital Literacy
		Questions of Wellbeing
	Conclusion
		The Typology of Community Engagement Concerning Distance Learning
	Implications
		The Unfolding of the Relational Model for Community Engagement
	References
Chapter 19: How Current Literature on the Fourth Industrial Revolution Can Be Used to Enhance Learners’ Self-Regulated Skills Required to Solve Circle Geometry Problems
	Introduction
	Research Question
	Self-Regulated Learning in Mathematics Education
	Methodology
	Research Instruments
	Data Analysis and Discussion
		The Integration of 4IR to Enhance Self-Directed Learning
	Implications and Recommendations of the Study
	Conclusion
	References
Index