This book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are rooted in teacher input and informed by learners errors and misconceptions. The book provides a comprehensive snapshot on mathematics teaching, learning and effective professional development programmes for mathematics teachers in sub-Sahara Africa. It is the only research output that advances and disseminates issues of mathematics education and research in the region with input from South Africa, Kenya, Rwanda, Uganda, Malawi, Namibia, Lesotho, Ethiopia and Zimbabwe.

Autorentext

Dr Luneta is an Associate Professor of Mathematics Education in the Faculty of Education at the University of Johannesburg, South Africa, where he has been a faculty member since January 2005. Dr Luneta holds a PhD in Mathematics Teacher Education from the University of Witwatersrand and Masters in Mathematics Teacher Education from the University of Sussex in England. His research interest is in Mathematics Teachers Education at Secondary and Elementary school; Mathematics/numeric cognition and Professional Development and Mentorship of Mathematics Teachers. He has taught mathematics and physics in various Northern and Southern African countries, the UK and the US. He has supervised to completion several masters and doctoral students from Sub Sahara Africa, Greece and South Korea. He as published four books, over 30 book chapters and article in accredited journals. Dr Luneta was recently appointed a visiting Scholar at the University of Cambridge Centre for Neuroscience in Education (CNE) and was once a Visiting Associate Professor of Mathematics Education at the University of British Columbia in Canada and a Visiting Scholar at Stanford University in the US. He also been an invited Keynote Speaker at various academic meetings.

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Section 1 This section is made up of contributions from South Afri-ca, Ethiopia, Lesotho, Namibia Uganda and Namibia. The chapters show case the various instructional strategies informed by indige-nous mathematics teaching artifacts used in Sub Sahara Africa.

Introductory commentary by Professor Gibbs Y. Kanyongo, Du-quesne University, PA USA

1. Manipulatives as mediums for visualisation processes in the teaching of mathematics by Marc Schafer

2.The level of number sense and its influence on the aca-demic performance of Grade 12 Mathematics learners: A case of Oshana Education Region, Namibia by Shiwana Teeleleni Naukushu, Choshi Darius Kasanda & Hileni Ma-gana Kapenda

3. Using a Community of Practice Strategy to strengthen Teaching and Learning of Mathematics in rural areas by Benita Nel 4.Using discourse-based mathematics instruction in second-ary school classrooms in Ethiopian by Mekonnen Legesse and Tadele Ejigu

5. Ethnomathematics in Sub Sahara Africa by France Mach-aba and Joseph Dhlamini

6.Use of cultural artefacts in the teaching of mathematics in Uganda by Janet Kaahwa

7.Exploring the use of technology-based mathematics in-struction among mathematics teachers in South African by Jayaluxmi Naidoo

8. Learners retention of algebraic knowledge through prob-lem-based learning by Tuhafeni I M Kaufilua and Helena Miranda

9.Jack' story: How story-telling enhances mathematics in-struction in Lesotho

by Ajayagosh Narayanan

Section 2: This section revolves around chapters on various profes-sional development initiatives carried out in Sub Sahara Africa. It covers research-based programmes and summaries of such studies from, Rwanda, Kenya, Malawi, Namibia, Zimbabwe and South Af-rica

Introductory commentary by Professor Cyril Julie University of the Western Cape South Africa

10. Mathematics Teachers Professional Development Pro-grammes perceived to improve instruction and learning outcomes in Rwanda by Alphonse Uworwabayeho, Theo-phile Nsengimana, Vedaste Mutarutinya, Clementine Uwamahoro Gafiligi, Stefaan Van de Walle and Jef Peeraer

11. Paradigms in mathematics teacher professional learning research: a review of South Africa's literature from 2006-2015 by Mdutshekelwa Ndlovu

12.Changes in Rwandan Primary Mathematics School Sub-jects Leaders as a result of a CPD Certificate Programme in Coaching and Mentoring by Jean Francois Maniraho, Leon R Mugabo, Sylvain Habimana, Clementine Uwamahoro Gafiligi and Stefaan Vande Walle.

13. The challenges of upgrading mathematics teachers: A case study from Zimbabwe by Kazunga Cathrine and Bansilal Sarah

14.Pre-service Teachers' Awareness of Gifted Students' Characteristics by Lukanda Kalobo and Michael Kainose Mhlolo

15.Improving mathematics education in Malawi through professional development of teacher educators by Liveness Mwale, Lisnet Mwadzaangati and Mercy Kazima

16.Professional noticing for mathematics teacher growth by Makonye Judah Paul& Ngoepe Mapula

17.Teacher Change and Math/Science Teaching in Kenya: Transformative Attributes in Student Learning by Nashon Madera Samson, Anderson David & Okemwa Peter

18. Mathematics as (through) play: An exploratory reflection involving teacher narratives by Mwakapanda Willy and Ndlovu W.