Gaps and trends in mathematics education research in East Africa: reflections of an emerging scholar

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dc.contributor.authorOtieno, Herine
dc.date.accessioned2021-05-12T10:41:44Z
dc.date.available2021-05-12T10:41:44Z
dc.date.issued2019-08
dc.descriptionPaper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenyaen_US
dc.description.abstractIn this presentation I reflect on my considerations of the key gaps and trends in mathematics education research in East Africa. The reflections are based on exploration of mathematics education literature and interactions with mathematics education researchers from Europe in the four (2014-2018) years of my PhD study. The study, which was an ethnographic intervention study sought to establish the relationship between selfregulated learning and student’s relationship with mathematics. Drawing from the aforementioned experiences and broad findings from my study, I reflect on the implications of the paucity of research on: mathematics teaching and learning in higher institutions of learning; minimal attention to pertinent areas of research such as history of mathematics; and impact of Eurocentrism on teaching and learning of mathematics in East Africa. Some reflections on the implications of the limited use of qualitative research methods and collaborations of mathematics education researchers within and across institutions in the region are also shared.en_US
dc.description.sponsorshipAIMMSEC Rwanda.en_US
dc.identifier.urihttp://hdl.handle.net/11071/11847
dc.language.isoen_USen_US
dc.publisherStrathmore Universityen_US
dc.subjectEurocentrismen_US
dc.subjectGaps and trendsen_US
dc.subjectHigher education research.en_US
dc.subjectQualitative researchen_US
dc.titleGaps and trends in mathematics education research in East Africa: reflections of an emerging scholaren_US
dc.typeArticleen_US
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