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Mathematics Education in Africa

In: Handbook on the History of Mathematics Education

Author

Listed:
  • Alexander Karp

    (Columbia University, Teachers College)

  • Charles Opolot-Okurut

    (Makerere University)

  • Gert Schubring

    (University of Bielefeld)

Abstract

This chapter consists of several sections devoted to countries of various regions in Africa, examining examples of former British, French, and Portuguese colonies. This chapter attempts to trace the complex interactions between yet precolonial traditions and foreign influences. One specific case examined is Uganda. Former British Colonies: Case Study of Uganda Charles Opolot-Okurut This section describes Uganda’s brief historical development of mathematics education from the pre- to post-independence eras, which faced a number of challenges. Education was structured into primary, secondary, and tertiary (mathematics) levels. The pre-independence era was dominated by the destruction of and transition from home-based African traditional education to school-based Western education introduced by missionaries. The post-independence era used syllabi, textbooks, and examinations similar to those of Britain. Mathematics education today struggles to maintain international acceptability and standards.

Suggested Citation

  • Alexander Karp & Charles Opolot-Okurut & Gert Schubring, 2014. "Mathematics Education in Africa," Springer Books, in: Alexander Karp & Gert Schubring (ed.), Handbook on the History of Mathematics Education, edition 127, chapter 0, pages 391-403, Springer.
    • Handle: RePEc:spr:sprchp:978-1-4614-9155-2_19
    DOI: 10.1007/978-1-4614-9155-2_19
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