Mathematics Education in Africa: The Fourth Industrial Revolution

This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR. This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers;mathematics education curriculum designers and policymakers. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Mathematics Learners’ Perceptions of Emergency Remote Teaching and Learning during the COVID-19 Lockdown in a Disadvantaged Context

The COVID-19 global pandemic’s impact on education will take years to resolve. At this point, it is sensible to ponder the big questions of mathematics teaching and learning in disadvantaged contexts. This descriptive mixed-methods study is focused on the learners’ perceptions of the Emergency Remote Teaching and Learning (ERTL) of mathematics during the COVID-19 lockdown. The study was conducted with 137 learners at public secondary schools in a disadvantaged context in South Africa. Purposive and stratified random sampling techniques were used to select the respondents. The data was collected through a Google-generated semi-structured questionnaire. Content analysis was used to analyse the qualitative data from the open-response items. The quantitative data was analysed using the Statistical Package for the Social Sciences. The findings were that most learners in resource-constrained contexts neither enjoyed nor benefitted from the ERTL of mathematics and preferred face-to-face classroom interactions with the teachers. Many learners stated that they were used to seeing the teachers’ gestures, body language, and facial expressions. Most learners indicated that it was challenging not to work in groups when solving mathematics problems and that they could not learn mathematics productively at home. Further findings were that the COVID-19 pandemic has negatively impacted learners in disadvantaged contexts since they did not have adequate digital resources and internet connectivity to learn mathematics remotely. The COVID-19 pandemic will end one day. Studying the learners’ perceptions of the ERTL assists in the creation of programmes that can enhance digital mathematics teaching and learning in disadvantaged contexts. © Authors