POLÍTICAS URBANAS

There are two routes to preparation of teachers of mathematics for secondary school, namely, diploma or degree. Those who are trained at diploma level receive a secondary teachers’ diploma from Colleges of Education and are required to teach grades 8 and 9. Those trained at degree level receive either a Bachelor of Science with Education (BScEd), a Bachelor of Arts with Education (BAEd) or a Bachelor of Education Secondary [BEd(Sec)] from the University and could teach all the grade levels in secondary school. The difference in the degree programmes is the number of pure mathematics courses student-teachers take from the School of Natural Sciences (there are courses which are core and required to be done by every student-teacher preparing to become a teacher of mathematics and other courses are optional). Otherwise, all student-teachers training to become mathematics teachers learn the same methodology courses and professional courses in the school of education.

The diploma programmes are offered for a period of three years although previously they were of two years duration. However, the degree programmes are offered for a period of three or four years, i.e. BScEd and BAEd programmes are of four years duration while BEd(Sec) runs for a period of three years and it is specifically offered to in-service teachers who intend to upgrade from a diploma to a degree level, although the in-service teachers could also upgrade through BScEd and BAEd programmes.

Students who enrol for a diploma programme in mathematics education are taught content and methodology courses by teacher-educators with relevant education degrees. At the University level, student-teachers pursuing BScEd, BAEd or Bed(Sec) programmes are taught content courses by mathematicians7 while mathematics education is taught by mathematics teacher-educators who hold a masters degree or higher in the field of mathematics education.

At both diploma and degree levels, student-teachers are exposed to a wider range of topics in mathematics at levels higher than the levels they are going to teach in their work place [student-teachers following a diploma programme learn Advanced Level (A-Level) mathematics while those following the degree programme learn A-Level and higher

7 _{These are holders of masters degrees or higher in mathematics whose first degree may or may not have}

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mathematics]. As shown in Table 1, methodology courses are pedagogical in nature and for the University I engaged with include: MSE 131 (Foundation mathematics for teachers), MSE 331 (Mathematics Education I), MSE 332 (Mathematics Education II) and MSE 431 (Mathematics Education III). MSE 131 acts as a bridge course to enable in-service teachers also manage first year pure mathematics offered in the school of natural sciences. This means that the course is meant to extend secondary school mathematical skills, concepts and processes and use them in the context of more advanced techniques. MSE 331 is designed to equip student-teachers with the skills and attitudes necessary to successfully teach secondary mathematics, and it is offered to student-teachers in the first semester at third year level. MSE 332 is aimed at strengthening student-teachers with the theoretical basis for teaching mathematics in secondary schools, and it is offered to student-teachers in the second semester of their third year. MSE 431 is meant to enable student-teachers consolidate the knowledge of psychological and pedagogical aspects of teaching mathematics in secondary schools, and it is offered to student-teachers at fourth year and in the first semester.

For each course, objectives and the content in terms of a list of topics to focus on are provided including a three-hour practical session slot on the timetable per week (called laboratory sessions). Practical sessions are usually activity-based and are aligned with the topic in focus during lectures. There is no prescription on what teacher-educators should focus on pertaining to a topic, hence suggesting that it depends on what each one knows and available resources. Each course outline also contains a list of recommended and prescribed references. In terms of assessment, for each course the examination as well as continuous assessment each weighs 50%. Continuous assessment activities for each course include two assignments, a test, peer/micro teaching, and practical activities.

Of interest to my study among the methodology topics offered is the aspect of engaging with school mathematics with a view of student-teachers being able to analyse its content. This is meant to ensure that student-teachers are groomed to be competent teachers who are able to teach effectively; and more emphasis has been on topics which teachers experience difficulties in teaching. Ironically, and as already noted, the baseline survey conducted by Haambokoma et al. (2002) shows that algebra was not considered as one of such topics contrary to the vast body of research on the difficulties the learners experience in algebraic thinking, and continuing poor learner performance in algebra.

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Thus the question: how is the discourse of and about engaging with LMT structured in teacher education and how does this structure help student-teachers use the discourse in general; and algebra in particular?

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Table 1: Objectives and content of the mathematics education courses

COURSE OBJECTIVES CONTENT

MSE 331 (Mathematics Education I)

On completion of the course, students should be able to:

 justify the teaching of mathematics;

 design realistic objectives for learning experience;

 plan adequately for teaching experience;

 use teaching/learning resources efficiently, and

 use tests to improve the teaching/learning process.

1. Aims and objectives of teaching mathematics 2. Domains of learning and behavioural objectives 3. Sequencing instruction

4. Teaching methods 5. Use of basic teaching aids

6. Organising for teaching: Syllabuses, schemes of work, lesson plan and records of work

7. Assessment 8. Peer teaching 9. Micro teaching MSE 332 (Mathematics Education II)

On completion of the course, students should be able to:

 analyse the psychological basis of learning mathematics;

 analyse mathematics skills, concepts and processes;

 analyse classroom interaction;

 exhibit gender consciousness;

 analyse the content of school mathematics;

 use Audio-Visual Aids efficiently and effectively; and

 carry out small scale research projects.

1. Psychology of learning mathematics 2. Strategies for teaching mathematics skills,

concepts and processes 3. Problem solving

4. Classroom interaction analysis 5. Gender issues in mathematics education 6. Use of Audio-Visual Aids

7. Use of textbooks 8. School mathematics

9. Research in Mathematics Education 10. Practical classroom teaching MSE 431

(Mathematics Education III)

On completion of the course, students should be able to:

 reflect on experiences and lessons learnt during Student Teaching Practice (STP);

 analyse teaching strategies;

 organise and manage effectively the mathematics classroom;

 make use of aspects of the history of mathematics in teaching;

 identify a personal philosophy of mathematics education;

 plan adequately for teaching children with special needs;

 use examinations and assessment to teaching and learning;

 describe the process and history of curriculum development in mathematics education;

 identify and justify the part played by mathematics clubs and projects in the mathematics education of children;

 manage effectively and efficiently the mathematics department; and

 identify avenues for the professional development of secondary mathematics teachers.

1. Reflection on experiences during STP 2. Analysis of teaching strategies

3. Classroom organisation and management 4. Teaching children with special needs 5. Aspects of the history of mathematics 6. Examinations and assessment 7. Philosophy of mathematics education 8. Curriculum development in mathematics

9. Professional development of mathematics teachers 10. Mathematics clubs and projects

11. Managing a department

MSE 131 (Foundation mathematics for teachers)

On completion of the course, students should be able to:

 interpret and use mathematical symbols and terminology;

 recognize the appropriate mathematical procedure for a given situation;

 formulate problems into mathematical terms and select and apply appropriate techniques of solution

1. Rectangular Cartesian co-ordinates 2. Functions

3. The quadratic function 4. Simultaneous equations

5. The use f the expansion of (a + b)n _{for positive}

integral n 6. Circular measure

7. The six trigonometric functions of angles of any magnitude

8. Vectors in two dimensions 9. The idea of a derivative function

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