Mathematics teachers professional development in Namibia
In- services mathematics teachers learning
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The teaching and learning of algebra in high schools has been identified as a major problem. These difficulties have been highlighted in several studies. These studies revealed that the students often seemed to have a limited view of algebraic expressions; their notions of the solution of algebraic equations seemed to be associated more with the procedure of the solution process rather than the numerical solution obtained; and they failed to understand the meaning of the operations to be performed on the literal symbols, the algebraic expressions or the equations. Conventional methods of teach...
The teaching and learning of algebra in high schools has been identified as a major problem. These difficulties have been highlighted in several studies. These studies revealed that the students often seemed to have a limited view of algebraic expressions; their notions of the solution of algebraic equations seemed to be associated more with the procedure of the solution process rather than the numerical solution obtained; and they failed to understand the meaning of the operations to be performed on the literal symbols, the algebraic expressions or the equations. Conventional methods of teaching, such as the "pen-and-paper" method, yield limited results in stimulating student interest and enhancing their understanding. This has been partly attributed to the lack of visuals (which improve the retentive memory of learners), the difficulty on the part of educators in explaining complex instructions, and a lack of interactive classes that make the learning process enjoyable. It is proposed that ICTs may address these deficiencies in education. It is recommended that in-service professional development about ICT integration into mathematics teaching be offered.
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