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Best Practices and Case Studies of Teaching and Learning Mathematics in Higher Education

Best Practices and Case Studies of Teaching and Learning Mathematics in Higher Education

Deonarain Brijlall
Copyright: © 2020 |Pages: 17
ISBN13: 9781522598299|ISBN10: 1522598294|ISBN13 Softcover: 9781522598305|EISBN13: 9781522598312
DOI: 10.4018/978-1-5225-9829-9.ch017
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MLA

Brijlall, Deonarain. "Best Practices and Case Studies of Teaching and Learning Mathematics in Higher Education." Quality Management Implementation in Higher Education: Practices, Models, and Case Studies, edited by Michael Sony, et al., IGI Global, 2020, pp. 355-371. https://doi.org/10.4018/978-1-5225-9829-9.ch017

APA

Brijlall, D. (2020). Best Practices and Case Studies of Teaching and Learning Mathematics in Higher Education. In M. Sony, K. Karingada, & N. Baporikar (Eds.), Quality Management Implementation in Higher Education: Practices, Models, and Case Studies (pp. 355-371). IGI Global. https://doi.org/10.4018/978-1-5225-9829-9.ch017

Chicago

Brijlall, Deonarain. "Best Practices and Case Studies of Teaching and Learning Mathematics in Higher Education." In Quality Management Implementation in Higher Education: Practices, Models, and Case Studies, edited by Michael Sony, Kochu Therisa Karingada, and Neeta Baporikar, 355-371. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9829-9.ch017

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Abstract

Presently, a major desire of many African nations is to be technologically developed. In Southern Africa there tends to be an acute shortage of skilled manpower in the field of science, engineering, and technology. The interrelationship between Mathematics and development of humans to advance the cause of humans is a fundamental importance of Mathematics to humans. In this chapter, the author draws on the many empirical studies which address quality in teaching and learning. The focus of the chapter is to summarize the many research studies in Southern Africa which address the teaching and learning of Mathematics in Higher Education. The author shall confine the studies to those which adopt APOS (Actions-Process-Object-Schema) as a theoretical analysis. So far no research seems to have collated such African studies in a cohesive manner and this chapter intends to do that.

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