Vol. 5 No. Sp. Iss. 2 (2022): Journal of Applied Learning & Teaching: Teaching and learning Mathematics in sub-Saharan Africa

DOI: https://doi.org/10.37074/jalt.2022.5.s2

Published: 2022-07-31

Full Issue

• JALT 2022 (S2)

Editorial

• Teaching and learning mathematics in Sub-Saharan Africa: An introduction to the special issue

  Pekka Räsänen, Fritz Annemarie, Haase Victor Geraldi

  05-09

  • PDF

Research Articles

• Sub-Saharan teachers’ conditions and circumstances: a review

  Bernardo Schotgues

  10-22

  • PDF

• Low-fee private schools and the teaching of mathematics in Sub-Saharan Africa

  Joanna Härmä

  23-30

  • PDF

• Transferring and sustaining technological innovations after professional development: Insights from school leaders and teachers in Sub-Saharan Africa

  Douglas Darko Agyei

  31-40

  • PDF

• Early mathematics learning among naturalised refugee citizens and rural majority and urban majority groups in Tanzania

  Laurent Gabriel Ndijuye

  41-50

  • PDF

• Math pedagogical practices in Kenya and Uganda, and their implications to learning in sub-Saharan Africa

  Moses Waithanji Ngware, Maurice Mutisya

  51-58

  • PDF

• Determinants of Mathematical Educational Achievement in Cameroon

  Moyosola ‘Kemi Medu, Dane Rowlands

  59-68

  • PDF

• A review of research on learning support in mathematics education in Sub-Saharan Africa: The case of Botswana, Namibia, Zambia and Zimbabwe.

  Pamela J. February, Shemunyenge Taleiko Hamukwaya, Shindume Lomboleni Hamukwaya, Cloneria Nyambali Jatileni

  69-80

  • PDF

• Improving teaching and learning mathematics in Malawi primary schools: a review of reforms, interventions, successes and challenges

  Mercy Kazima, Justina Longwe, Fraser Gobede

  81-89

  • PDF