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.

Find in your library

Included in

Education Commons

Share

COinS