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AC05:

Mathematics in Cameroon: from Text to Talk in the Classroom
  Location: SS Ballroom DE
  Date: Monday, Aug.1
  Time: 9:20 AM -9:30 AM
  Author: Anne Emerson, University of California, Santa Barbara
6262156764, aemerson@education.ucsb.edu
  Co-Author(s): Danielle B. Harlow
  Abstract: Mathematics is a gateway for learning science and thus limits the number of students choosing physics as a discipline of study. In Cameroon, this limitation is exacerbated by the introduction of algebra and early math and science tracking in secondary school. Textbooks prescribe classroom practices and relationships between content, teachers, and students, especially in Cameroon where they have strong foundations in European pedagogy and are often the sole resource in the classroom (Fonkeng, 2007). In this study, we examined how a mathematics textbook served to mediate the structure and interactions for two classes at a secondary school in Yaoundé, Cameroon. This research provides insight into how a textbook informs algebra instruction in an effort to better understand its role in supporting or constraining access to the fields of math and science.
  Footnotes: Fonkeng, George Epah (2007). The history of education in Cameroon, 1844-2004. Lewiston, New York: The Edwin Mellen Press, Ltd.
Sponsored by Danielle B. Harlow
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