Page 6 - Professorial Lecture - Prof Kasanda

Some women mathematicians (e.g., Marie-Sophie Germain) had to write
using male names to have their work accepted by the male
mathematicians of the time. According to Huff (2011) they had to endure
great hardships in their quest to study mathematics or be accepted for
teaching positions in universities than their male counterparts.

For those from poor working class families, money to pay for private
tuition proved a hindrance to studying mathematics. We are grateful that
by making mathematics compulsory from Grade 1 to 12 in Namibia as
from 2012 (Ministry of Education, 2010) gives every learner an
opportunity to be taught and learn mathematics which is essential for
employment in science and science related careers.

THE NATURE OF MATHEMATICS KNOWLEDGE

A variety of definitions of what mathematics is exists. Some of these are
narrow and reflect emphasis on the actual content being taught in our
schools or universities while others are broad and inclusive of most
aspects related to the subject Mathematics, its context and those involved
in its teaching and learning. According to Hersh (1997, p. 23) mathematics,
“…is a social-historic reality…” That is, it reflects what we as humans have
created and developed over the whole of our existence and have been
utilizing and interacting with in our daily lives and activities. We continue
developing this mathematics to serve us. Rowland (2007, p. 101) seems to
hold the same view of mathematics when he says that, “…mathematics is
a social, historical and socio-cultural product…” Hersh’s and Roland’s
definitions of mathematics in my view are broad and include the
Mathematics that takes place in all cultures. Greer, Mukhopadhyay,
Nelson-Barber, and Powell (2009) note that; “Mathematics is comprised of
a diversity of practices that make it as historically, culturally, socially
situated as any other human activity. It is grounded in human interactions
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