Résumé
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.
Résumé
Educational difficulties in mathematics education in Africa are diverse. Research shows that the challenges experienced in mathematics education are a by-product of those in education in general, and these span from policy, curriculum, instruction, learning, and information technology to infrastructure. Earlier commissioned studies by the World Bank revealed that there is a growing recognition that countries in sub-Saharan Africa (n = 48) need to improve their performance in the science, technology, engineering, and mathematics subjects if they were to grasp their full latent potential in a competitive global market that is increasingly shaped by the new technologically dependent world order. This study endeavors to document recently identified special challenges in mathematics education in Africa revealed in research over the past two years. Fifty-eight articles were reviewed, of which seven papers provide annotation of major findings of outstanding interest.