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The ability of students in mathematical modeling was enhanced through activities that involved systems of linear equations with two variables. Students involved were in form four, at the final year of the ordinary secondary school level where they were expected to have mastered the knowledge on systems of linear equations with two variables. Students’ knowledge on ill-conditioned linear systems was explored as well as their knowledge on practical problems in linear equations. Then after, mathematics subject teachers guided students to identify practical problems in linear equations of two variables. Students were put into groups to think of problems in real life and come up with solutions. The solutions were related to the real situations in the environment and each group had to make a presentation in the class. Problems in transportation, manufacturing, production and diet were identified by students and the results presented for discussion. It came out clearly that students acquired knowledge on solving real life problems at the end of the activities. Before these activities, students had theoretical knowledge on solving problems with two unknowns without relating these to real life problems. While knowledge on independent and inconsistent systems was known to students, enthusiasm was noted among students at the end of the activities when they got involved in real aspects of solutions obtained. It was concluded that with more time availed in the school curricula, students can acquire useful knowledge on mathematical modeling to achieve problem-thinking skills that involve real life situations.

KEYWORDS Indigenous Materials. Communication. Mathematics Teaching. Technology. Curriculum Development ABSTRACT This paper explores the use of indigenous materials to promote better communication and understanding of mathematical concepts among learners in classroom teaching. It is illustrated on how to use local materials to construct figures that results into proof of mathematical theorems and also examples given are illustrated using Sketchpad program to explore how this technology tool can be used to renovate traditional artefacts in teaching and learning mathematics. The authors argue that such an approach, of using local materials to teach mathematics content by relating what is taught in the classroom to the environment where the learners live, can be an effective way of communication in mathematics teaching. It is recommended that the curriculum development process include indigenous materials in the school syllabus for better understanding of mathematics content taught in class.

This study explored instructors' conceptions of teaching in view of the existing calls for improving the quality of teaching at higher education in Ethiopia. Twenty university instructors were interviewed using a phenomenographic approach, a popular research procedure to explore variation in the ways instructors experience and understand teaching. The study revealed categorization and conceptualization of conceptions that substantiate recent investigations. From the analysis, categories of conceptions that are related hierarchically from the more teacher-centred to the more student-centred emerged. A higher category in a hierarchy hence included the awareness of the lower category but not vice versa. From this, it is concluded that instructors in the higher category are likely to adopt alternative conceptions in teaching whereas instructors in the lower category are unlikely to adopt conceptions of teaching beyond their category unless their conceptions are developed. Therefore, academic development progr...

In this paper, as a case study, the teachers' Pedagogical Content Knowledge (PCK) was determined by analyzing how teachers taught a topic on mathematics and their responses to the questions on the same topic. Data was collected using face-to-face interview schedules with short-answer and multiple-choice type items. A one sample t-test was used to analyze the collected data. The items that were open ended were compiled to generate quantitative data which were then subjected to quantitative analysis. The findings showed that many teachers had no adequate PCK to understand well the characteristics of the problems tackled, solutions obtained by different methods, their interpretation and lack of understanding of students' problems in learning. It was concluded that teachers needed improvement in their mathematical PCK for effective teaching of the subject.

In this article, the knowledge of traditional artifacts used by the Tchokwe tribe in Angola is explored and then related to the mathematical content learned in the classroom. Examples of artifacts provided in this article illustrate how knowledge extracted from the traditional artifact structures can be used to generate knowledge of concepts for the school mathematics curriculum. These illustrations show the advantage of the use of artifacts to develop ideas that lead to the determination of mathematical rules and principles. The process illustrated is contrary to the teaching of mathematics that involved remembering or following of the rules to obtain solutions. It is concluded that through illustrated processes, learners can learn and develop mathematical interest through reflecting and appreciating on what exists in their traditions. It is recommended that curriculum designs processes should include indigenous knowledge in school curricula for clear understanding of concepts and for long-term retention of knowledge.

Geometer Sketchpad and MSW Logo programs have been introduced in Bachelor of Science Education degree courses along with other software programs including a course on ICT in mathematics education at the University of Botswana. Sketchpad is known as a tool of dynamic geometry and Logo, basically as a programming language. Current trends of instruction involving technology tend to avoid programming language and some critics argue that the language was now given less prominence in enhancement of thinking skills. In this paper, both programs are used to illustrate how to integrate ICT into the teaching the topic on Rotational Symmetry from the Botswana General Certificate of Secondary Education (BGCSE). While the programs indicate that the topic can be taught in two ways that were not similar, it is illustrated that the two programs can be used to describe and investigate rotational geometry to achieve the same stipulated objectives with a difference. At the end of the paper, some differences in inst...

Different educational efforts have been employed to minimize or eliminate gender differences by using various learning means. One of these efforts has been the use of computers in classrooms instruction because of the nature of qualities these facilities possess. This article analyzes students' gender attitudes towards learning by using computers in Botswana junior and senior secondary schools. Attitudinal variables considered are usefulness and enjoyment of using computers in learning. The findings showed that gender differences existed in the variables used when this facility was used. Girls and boys differed on the usefulness of using computers in learning and girls had less enjoyment in learning using computers than boys. While the use of computers did not meet the expectations in the variables studied, it is concluded that (i) the nature of computer studies curricula offered at both junior and senior secondary schools levels, and the way the subject was taught could have an impact on students' views on usefulness and enjoyment of learning using computers, and (ii) further efforts should be encouraged to explore the use computers in studying the gender gap. Gender & Behaviour Vol. 6 (2) 2008: pp. 1841-1857

The introduction of Information and Communication Technology (ICT) into the school curricula raised some hopes that it could minimize gender differences in learning. The interactive nature of ICT materials was believed to provide a favorable environment especially for girls to learn. This article reports the findings of the study that analyzed students’ gender differences in learning using computers in Botswana junior secondary schools in the year 2006. Variables considered were usefulness and enjoyment of using computers in learning, anxiety in learning when using computers and interaction among students of both sexes. Data were collected using structured interviews with closed and open-ended questions, and analyzed using qualitative and quantitative techniques. The findings of the study indicated that while gender differences existed in anxiety and usefulness variables, some positive aspects in learning were visible when computers were used. At the end, suggestions on the way forward are outlined.