Golding, Jenefer; (2024) The Development of Teachers of Mathematics in Sub-Saharan Africa: Reflections on Moving Forward with Confidence. In: Luneta, Kakoma and Schaeffer, Mark, (eds.) Mathematics Teacher Training and Development in Africa: Trends at Primary and Secondary School. (pp. 253-269). Springer: Cham, Switzerland.

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Abstract

This chapter offers a synthesis, review and contextualizing commentary on the accounts in this book, identifying similarities, opportunities and challenges in the situations analysed. It situates those within the wider context of an increasingly globalised approach to mathematics curriculum, of aspirations for education that respond to broad education imperatives for enhancement of sustainability and of inter-disciplinary work, as well as mathematics-specific considerations of proliferation of data, and of the evolving nature of mathematics, including the blurring of boundaries between mathematics, data, statistical and computational literacies that all draw increasingly on digital tools. It draws attention to the scale and scope of those challenges at a global level, and reflects on the potential of current and emerging sub-Saharan systems and people to meet those challenges. Throughout, it uses small sets of stimulus questions to prompt reflection.

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