When studying mathematics education research in Africa, especially Sub-Saharan Africa, it is necessary to regard it as an interdisciplinary research domain between international education development (development studies) and mathematics education (mathematics education research, curriculum studies) due to its seriousness of developmental issues. Holding this point in mind, this research tried to reflect on what mathematics education research has achieved in Africa so far and deliberates on future tasks from now on. In other words, the objective of this is to consider the past, present and future of mathematics education and its research in Africa. To achieve this objective, the study set four research questions and conducted systematic review. It clarified major points of mathematics education in general, especially the socio-cultural aspects of mathematics education so far and impact of international education development and international educational assessment on mathematics education and its research. As a result, it discussed the issues and possibilities in mathematics education in Africa through studying on recent trends and summarizing major points.

This paper reconsiders the role of ethno-science in science education. In the early 2000s, the role of ethno-science was shown to be in opposition to modern Western science. However, it was argued that the essays advocating the legitimacy of ethno-science failed to address the limits of Western science, and that indigenous knowledge should not be covered in science education because it could be replaced by other subjects. However, in current sub-Saharan Africa, the acquisition of scientific process skills is not sufficiently practiced or achieved in classrooms. Therefore, in order to address this issue, I argue that indigenous knowledge should be used as a starting point for “prediction” and “hypothesis setting,” which are the beginnings of scientific inquiry. Furthermore, indigenous knowledge should be used as a foundation to follow the scientific inquiry process and acquire valid scientific concepts, thereby positioning it as a means to acquire scientific process skills.

This study aimed to clarify the changes in Zambian students’ ethical reasoning concerning a vaccine distribution task, a typical social problem with multiple solutions, and to explore the relationship between ethical and mathematical reasoning. This study’s theoretical framework includes four ethical perspectives: deontological ethics, virtue ethics, consequentialist ethics, and the ethics of care. Students’ ethical reasoning was conducted based on these perspectives. A 100-minute teaching experiment was conducted with 43 grade 10 students at a public secondary school in Lusaka District, Lusaka Province, Zambia. Data from students’ worksheets were analysed using a mixed-methods approach. Consequentialist ethics, especially utilitarianism, predominated; however, the analysis revealed that students demonstrated ethical reasoning by intricately integrating multiple ethical perspectives. While reasoning ethically, some students simultaneously integrated mathematical reasoning. Furthermore, group work resulted in some students altering the content of their ethical reasoning. These findings indicate that judgments were formulated not through reliance on a singular ethical framework, but through an integrative analysis incorporating multiple ethical perspectives. Furthermore, group discussions facilitated the exploration and exchange of diverse ethical reasoning, which subsequently influenced students’ reflective processes and cognitive transformation.

Malawi and Zambia are known for their low mathematics proficiency. Previous research has shown that although more than half of Zambian children submit incorrect answers to problems such as 4 - 8 and –4 – 2, those incorrect answers are not obtained through guesswork but through calculation algorithms linking them to pre-formulated calculations. However, it is unclear whether similar algorithms are used by Malawian children, something which this study sought to clarify through a survey, conducted with 615 Malawian and 971 Zambian students in Grades 8 and 9, used a written test of twelve addition and subtraction expressions with positive and negative integers. The results showed that Malawian children also use such calculation algorithms that lead to erroneous answers. This is likely to increase their computational skills significantly. The results of the cognitive diagnostic models (CDM) analysis illustrated the need for an understanding of negative integers themselves and to utilise this in the correct calculation algorithms for addition and subtraction involving negative integers. The findings of this work have important implications for improving students’ numeracy skills and influencing their long-term future and academic achievements.

This study investigated how Rwandan high school students use metacognition during mathematical word problem solving, focusing on both the nature and quality of metacognitive engagement. Specifically, it addressed two research questions: (RQ1) What types of metacognitive processes are employed during problem solving? And (RQ2) How does the use of metacognition relate to problem-solving accuracy? Participants were 96 eleventh-grade students from a public high school in Kayonza District, Eastern Rwanda. After solving a quadratic word problem not included in their textbook, students completed an eight-item self-reflection questionnaire designed to measure their metacognitive use throughout the problem-solving process. The analysis showed that students who answered correctly scored significantly higher on items related to cognitive aspects, whereas no statistically significant difference was found in the overall mean scores of metacognitive aspects. However, the correct-response group obtained significantly higher scores on items related to understanding the problem, planning the solution, and coping with difficulties, suggesting that they effectively utilized metacognitive knowledge concerning the person, task, and strategy dimensions. From an educational perspective, the findings imply that stimulating metacognition during the planning phase, such as through teacher “proxy questioning” that prompts students to anticipate and reflect on their strategies, can enhance problem-solving performance. Nevertheless, the study was limited by its reliance on a three-point self-assessment scale and a relatively small, localized sample. Future research should refine the metacognitive rubric and incorporate complementary methods, such as think-aloud protocols, to capture the dynamic operation of metacognition at each stage of the process, planning, monitoring, and evaluation. These findings contribute to understanding how metacognitive awareness supports mathematical thinking and provide insights for improving instruction in similar educational contexts.

This article arose from a collaborative research project between a university in Japan and a university in Zambia, conducted in Zambia from 2017 to 2021, aimed at developing an assessment tool to diagnose learners’ level of numeracy competence and to develop an intervention tool to improve the competencies. The article explores the language factor in diagnosing learners’ levels of numeracy competence as experienced in the research project. Data for the paper came from minutes of team meetings at the end of each of the four field surveys, video recordings of the interviews with the learners during the assessment tool development process, and from the intervention stage, test responses, and learners’ workbooks for numbers. An exploratory research method was used in the development of the assessment tool, drawing the sample from ten schools, of which five were experimental and five were control. Four learners from each of the grades (1 to 4) involving two top performing and two medium-level academic achievers, were selected. Following the qualitative analysis, competences were noted that were a result of the language influence. Learners counted in 2s and 5s repeatedly when they were asked to count to 20. Learners also recognised the structure of numbers more than 10 but explained it by counting one by one, depicting the social and cultural aspect of the Zambian classrooms. The learners’ responses were also influenced by the manner of questioning in the tasks and how they interpreted them, hence, a linguistic variance between the English expression and the Cinyanja one. This suggests a research-based agenda for the development of languages in teaching mathematics, one of which is the exploration of iterations of versions of language that this paper has demonstrated.

The purpose of this paper is to discuss education regarding ‘conflicts’ by analysing commercially available Life Orientation textbooks for the final grade at secondary education level in the Republic of South Africa (RSA). Specifically, by exploring all eight commercially available textbooks of the abovementioned subject (a compulsory subject) for Grade 12 which were approved by the Ministry of Education of RSA and published in the 2010s, this paper points out the following findings. Firstly, it shows that the textbooks encourage learners to understand the natural occurrence of ‘interpersonal’ and ‘intrapersonal’ conflicts, and the importance of constructive approaches to resolution. Also, it points out that not only relationships (conflicts) between individuals but also relationships (conflicts) between groups with social categories are dealt with in the textbooks. Secondly, this paper indicates that the textbooks do not only emphasise resolving conflicts in society, but also set learning contents for learners to deal with conflicts in various ways, by explaining, for example, the importance of not hurting each other, taking time when handling conflicts and leaving the situation if it is too difficult to handle. In addition, it shows that in the textbooks, ‘disagreements’ and ‘respect’ for others seem to be valued when handling conflicts among different groups of people. Thirdly, this paper highlights that in the textbooks, the learning contents are set for learners to engage in group activities whose themes are related to ‘conflict resolution’ in society - specifically discrimination and human rights violations – and that prioritise the feasibility of the activities. Furthermore, it suggests that in the textbooks, not only contents regarding conflicts in society such as discrimination and human rights violation are dealt with from an ideal point of view, but also from critical points of view so that learners can become ‘responsible citizenship’ and tackle conflicts actively as groups.

This paper explores the role of school teachers in the formation of a unified national identity in post-genocide Rwanda. By analyzing data collected from interviews with five primary school social studies teachers, this paper examines how teachers in authoritarian contexts interpret teaching content related to national identity, the challenges they face, and the strategies they use to navigate these difficulties. The analysis identifies three key points. First, the teachers’ knowledge closely aligns with official government narrative. They tend to perceive social studies as an “easy” subject and emphasize adherence to the curriculum, often accepting its content uncritically. Second, the teachers experience two types of fear when teaching social studies. One is the fear of political interference, which leads them to treat the government’s perspective as truth and avoid deviating from the official narrative. The other fear lies in the potential emotional impact of teaching traumatic historical content, which may evoke distress among students. The teachers thus may deliberately withhold certain forms of knowledge to mitigate potential psychological harm. This act, however, can function as a mechanism through which the ideology of the ruling class is transmitted to students. Third, the teachers may not always possess the necessary pedagogical skills to navigate controversial content related to national identity, due to the lack of training opportunities. This limited access to professional development has left them with no alternatives beyond relying on the textbook and the teacher guidelines, though they recognize the importance of addressing controversial issues. These findings underscore the importance of equipping teachers with tools, such as developing their autonomy and classroom strategies to teach controversial issues and cultivating their gatekeeping role. Finally, this paper suggests that it is teachers who hold the potential to reconstruct ideologies, including those related to national identity.

Considering the provisions on patriotism in the new social studies curriculum in Ghana, this study explores the views of Ghanaian social studies teachers on teaching patriotism in schools. This study aims to provide evidence on how social studies teachers' ideological positions on teaching patriotism in schools can contribute to achieving the goals of developing patriotic citizens in the social studies curriculum. This study employed online interviews to collect data from Ghanaian social studies teachers, utilizing a qualitative approach. Braun and Clarke’s reflexive thematic analysis was used for data analysis. Most of the participants interviewed understood patriotism in both nationalistic and democratic terms. The findings also showed that Ghanaian social studies teachers favored teaching patriotism in schools, and their reasons for that position were that patriotism promotes national identity and serves as a motivation to contribute to society. They were of the view of promoting patriotism in the classroom by rational means, that is, by providing students with reasons to be patriotic. These findings show that though Ghanaian social studies teachers’ understanding of patriotism is broader than how it is defined in the curriculum, their views on patriotism in schools will not hinder achieving the aims of the new curriculum concerning the development of patriotic citizens. This study also shows how patriotism is understood and the views on teaching it in a non-Western and post-colonial country like Ghana. Due to the small sample size, generalizing the findings of this study on Ghanaian social studies teachers will be difficult; therefore, it is recommended that an Exploratory Sequential Mixed Methods study be conducted on this topic by employing a larger sample size and using the results from the quantitative phase to confirm the generalizability of the findings from the qualitative phase. Based on the findings of this study, it is recommended, among others that the meaning of patriotism in the curriculum should be revised to include democratic components of patriotism.

This study investigates how young people in Kenya perceive the significance of higher education by focusing on two distinct educational pathways: Technical and Vocational Education and Training (TVET) institutions and four-year universities. As student enrollment in higher education increases, understanding how these educational choices are shaped has become a critical issue. Drawing on qualitative interviews with students enrolled in both TVET institutions and universities in Nairobi, the research explores their motivations for enrollment, perceptions of each institution, and how these are shaped by their socioeconomic backgrounds. The findings reveal that students in TVET institutions emphasize the immediate benefits of education, such as “being able to find work quickly” and “acquiring practical, hands-on skills.” Many selected their educational paths based on economic rationality, prioritizing access to employment and supporting their families in the short term. In contrast, university students focused on long-term goals, including “access to high-paying professions,” “higher social status,” and “building professional networks.” University education was often viewed as a symbolic path to success. However, their understanding of TVET was limited, and they often lacked accurate information about alternative options. Differences in how students perceive and evaluate TVET and university education are closely linked to structural conditions such as household income, parents’ educational attainment, and the presence or absence of support from families and schools. These factors create unequal access to information, influencing the formation of aspirations and the evaluation of educational options. Educational choice, therefore, is not merely a matter of individual motivation but is embedded in broader social contexts and constraints. In conclusion, this study reconsiders the relative value placed on TVET and university education in Kenya by foregrounding the voices of students currently enrolled in these institutions. It emphasizes the need to establish a more equitable information provision system and to revise educational policy frameworks so that young people can make informed, realistic decisions aligned with their life goals and socioeconomic realities.

In Uganda, the recent announcement of the National Teacher Policy, which aims to professionalize the teaching profession, has heightened expectations of the role teachers play. Although the role of teacher stipulated in the National Teacher Policy is an institutional role; however, the role of teachers take on is transformed depending on the context and with whom they are trying to fulfill it. Therefore, in this paper, I focus on students whose teachers are most likely to try to fulfill their roles and examine the teacher roles that students require based on their narratives. In addition, as a context that greatly influences role formation, I focus on the boarding system, a characteristic of Ugandan educational settings. As a research method, interviews were conducted with nine boarding students at a secondary school, which employs a boarding system, located in Kasanda District. The students’ narratives revealed that in addition to the parental role described in previous research, students also expected teachers to take on the role of a friend. In Ugandan boarding schools, students perceived teachers as both parents and friends, and students built reciprocal relationships with teachers. These roles are not specified in teacher policy, suggesting the need to focus on roles that are recognized and constructed through mutual action in order to understand the actual practices of teachers and students in the educational setting.