Education Publications
Document Type
Article
Publication Date
2010
Journal
Procedia-Social and Behavioral Sciences
Volume
2
Issue
2
First Page
3104
Last Page
3110
URL with Digital Object Identifier
https://doi.org/10.1016/j.sbspro.2010.03.473
Abstract
This paper examines the character of school mathematics education in Uganda. It focuses on its successes, failures and its history. The methodology involved analyzing Ugandan curriculum documents and teaching resources. The analysis is through a comparative and post-colonial approach. The analysis reveals that Ugandan mathematics education is largely not influenced by recent international reforms; it purely essentialist; and it focuses on the gifted and students. To be sure this study is relevant for curriculum development in developing countries. From a post-colonial perspective the study is relevant to mathematics education of indigenous and marginalized populations in developed countries.
Citation of this paper:
Namukasa, I. K., Quinn, M. , & Kaahwa, J. (2010). School mathematics education in Uganda: Its successes and its Failures. Procedia-Social and Behavioral Sciences, 2(2), 3104-3110.
