Page 29 - Professorial Lecture - Prof Kasanda

observation that “Continuous professional development programmes (their
own emphasis) in mathematics are either weak or non-existent.”

Instructional materials require funds to be sourced if improvisation is not
possible. Accordingly, money should be provide by the government, or
sourced from a private and public partnership or the private sector.
Education is every citizen’s social responsibility. School management will
need to be more proactive to obtain private funds for purchase of
instructional materials.

I have referred in my presentation to SCK, CCK and PCK. These constructs
are essential for effective teaching of mathematics. Accordingly, I would
like to suggest that these concepts be addressed during teacher
preparation so that the future generations of mathematics teachers know
how to put these into practice once they enter the real world of teaching.
We have to start before they leave the University, bearing in mind that
these take time to develop.

In this lecture I have not said much about parental involvement in the
learning of mathematics. I need to point out that parents play a crucial
and important role in their children’s study of mathematics and they
should be encouraged to do so. Our learners need to be introduced to
mathematics at home through play at a tender age. In this way the
children will start appreciating the role mathematics plays in their lives,
and everyday activities and resolve to continue studying mathematics.
Currently parents seem to leave the study of mathematics to the
classroom teacher, even though they have several opportunities in their
homes, social gatherings and shopping ventures to identify areas where
mathematics is evident such as in our buildings, stop signs and other
common features in the environment. Mathematics should not be limited
to the four walls of the classroom and to teachers, but to all of us in our
homes and beyond.

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