Mathematics Textbook Development for Primary Grades and Its Teachers in Mozambique

Autor/in	Draisma, Jan
Titel	Mathematics Textbook Development for Primary Grades and Its Teachers in Mozambique
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 5, S.949-963 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Draisma, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0941-5
Schlagwörter	Foreign Countries; Textbooks; Elementary Education; Adult Education; Mathematics Instruction; Computation; Teaching Methods; Language Usage; Verbal Communication; Language of Instruction; African Languages; Mozambique + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Elementarunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mosambik
Abstract	This is an analysis of the author's involvement since 1970 in textbook development for primary schools and adult education in Mozambique, focusing on integrating local cultural traditions, covering the period up to 2013. As main example, addition of the type 8 + 5 = 13 is used around the question of whether textbooks (and curricula) advocate counting strategies and/or computation strategies. Different visualisations of these strategies in textbooks and corresponding manipulatives are analysed. During the 1990s, local languages started to be used in adult education, apart from Portuguese, Mozambique's official language. Unschooled adults showed the importance of verbal computation in Mozambican languages--Bantu languages--most of which use also the auxiliary base five, apart from the base-ten numerals. The 2003 curriculum for primary education introduced the possibility of using local languages, and NGO's started translating textbooks into 16 Mozambican languages. The paper includes an analysis of some of these textbooks and concludes with the author's ideas in his teacher's guides on teaching mathematics in Mozambican languages, showing the opportunities of verbal computation, exploring base-five numerals supported by finger gestures, instead of finger counting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01