BY BENIEL SEKA
Mathematics
is one of the subjects taught before and after independence. It has been taught
in primary schools and progressively in other levels of education. At independence
the aim of teaching mathematics in primary school was to provide numerical
skills such as counting, the four operations of multiplication, addition,
subtraction and division, money, measurements and time. In secondary and higher
levels they were given algebra, geometry and other mathematical skills needed
for vocation.
After independence Tanganyika
continued with the same mathematics curricula. Popular books used in primary
schools were those written by Carey Francis called ‘HesabuzaKikwetu’. The books
were easily identified by their covers which had a picture of a giraffe.The
giraffe was the identity symbol (emblem) for Tanganyika.
Mathematics
teaching from standard one up to standard four was done in Kiswahili. The
formal education system in Tanganyika was 4 years of primary, 4 years of middle
school 2 years of lower secondary (territorial college) and 2 years of senior secondary school.
Mathematics books for standard five
to eight were written in English and were used in East Africa. For example,
there was a book called Highway Mathematics Book 6 authored by E. Carey Francis,
E.A.William and H. P. Bradley published by Longman (Arusha, Kampala and
Nairobi). Its cover had a picture of lion, giraffe, peacock and a boat to
represent the East African countries.
From 1964, following the first
5-year economic plan, Tanzania’s education system was transformed. The middle
schools were renamed ‘upper primary School’. Some primary schools started offering
standard five education.. In 1965 both standard seven and standard eight sat
for form one entry examinations.Standard Eight was phased out after 1966.
The 1966 form one pupils were a
mixture of pupils who did mathematics for seven years and those who did it for
eight years. No research has been conducted to date to find if there was
significant difference between the performance or the learning of mathematics
for the two groups. They all did the same course and examinations there after.
The mathematics changes in other
countries instigated by Russian’s success in putting sputnik 1 in space way
back in 1957, influenced the teaching of mathematics in Africa. A project
called Entebbe Mathematics conducted
some experiments in Tanzania initiated by the United States of America and supported
by the African Education Programme. Some primary schools started the experiment
in 1964 (three years after independence). Another experiment was started by the
British through a project called School Mathematics Project of East Africa
(SMPEA), renamed later as School Mathematics of East Africa ( SMEA).
These
projects for secondary schools were started in 1966 when the mathematical
Association of Tanzania was formed after 60 mathematics teachers from all over
Tanzania met at the University College. Dar es Salaam to deliberate on the new
mathematics programmes. At the end of the meeting 11 schools were elected to
start the Entebbe Mathematics and 6 schools started the SMEA. The two
programmes were called ‘Moderu Mathematics’.
Some schools decided to continue with the old programme which was then called ‘Traditional Mathematics’. Some of the
teachers’ colleges inclined towards SMEA and otherstowards Entebbe.
Traditional mathematics in secondary
schools used the University of Cambridge Syndicate examination syllabuses which
were examined by alternatives A and B mathematics papers. Some schools used
books by H.E.Parr who had a series called ‘School
Mathematics’ while other schools used books by Clement V. Durrell who had
separate series for Algebra, Arithmetic and Geometry. The examination paper was
called ‘Elementary Mathematics’. A more demanding paper called Additional
Mathematics was offered for the more able students who opted for the course at
Form 3. Those who did Advanced Mathematics in Form Five and Six did the
Advanced Mathematics paper eather as a single subject or as two separate subjects
of Pure Mathematics (PM) and Applied Mathematics (AM). Pupils in Forms 5 and 6
who did Physics, Biology and Chemistry (PCB) sat for the subsidiary mathematics
paper.
The
Swahili version of the original Entebbe Primary Mathematics Books called ‘VitabuvyaMajaribio’were used to try the
programmein primary schools. These books were later revised to form the primary
school series called ‘Hesabu za Tanzania’.
Teachers Training colleges used a book called ‘Basic concepts in Mathematics’ which was inclined towards the
Entebbe Mathematics.
The strong features of both
programmes together with their complementary nature, made it difficult to
select one as being the most suitable programme for Tanzania. The more
intuitive nature of the SMEA contrasted with the stronger emphasis on the
step-by –step deductive process in the Entebbe. There was Cross-fertilization
between the two programmes, but this was limited to the central mathematics
Institutes in Dar es Salaam together with lectures and meetings in various
parts of Tanzania. Such meetings were mainly organized within the framework of
the Mathematical Association of Tanzania.
When the experiment was accomplished
and evaluated the two programmes (Entebbe and SMEA) were fused into one and
termed ‘Modern Mathematics’.
Syllabuses were therefore written for ordinary level Modern Mathematics,
Advanced level Modern Mathematics, Additional Mathematics (modern) and
subsidiary mathematics (modern). These courses were examined by the East
African Examinations and were later taken up by the National Examinations
Council of Tanzania (NECTA) upon its inception in 1971. The first O-level
modern mathematics was conducted in November 1969 and the first A-level modern
mathematics in 1971.
The Entebbe mathematics books were
revised and produced as secondary mathematics books to be used for the modern
mathematicsprogramme. The advanced Mathematics Entebbe books were adapted and
produced as Advanced Mathematics books in 1974. Similarly the Additional
Mathematics Entebbe books were adapted and produced as Additional Mathematics
books.
The Modern Mathematics and
traditional mathematics syllabuses were used to write a new syllabus for
ordinary level called Basic Mathematics Forms one to Four. The Advanced Modern
and Traditional Mathematics syllabuses gave rise to a syllabus calledAdvancedmathematics Forms Five and Six.
The modern and traditional subsidiary maths gave rise to Basic Applied Mathematics
Forms Five and Six. The Modern and Traditional Additional Mathematics became Additional Mathematics Form Three and Four.
The new syllabuses became effective
since 1974. The two programmes (modern and traditional) were phased out
gradually and by 1977 all the pupils in form one to four in Mainland Tanzania
were doing Basic Mathematics.
An evaluation of the teaching of
mathematics in the primary schools was conducted in 1979. Results of the
evaluation recommended changes in both the syllabus and textbooks. Among the
notable changes was the exclusion of the set language which was regarded by
parents and the general public as responsible for the deterioration of
mathematics performance in primary schools. The books were revised and given
the new series title ‘HisabatishuleyaMsingi’.
The teaching of Basic Mathematics
forms one to four was evaluated in 1981. The results showed a great need of
revising the syllabus and splitting it according to forms. The evaluation also
recommended that the books be written afresh. To date the syllabus has been
revised and books for forms one to fourhave been produced.
The
Advanced Mathematics and Basic Applied mathematics courses were evaluated in
1984. The evaluation revealed that the syllabus was too heavily loaded and
could not be covered effectively in two years. The evaluation recommended a
revision of the syllabus by reducing content and specifying depth of coverage.
It also called for instructional materials to be written coupled with
in-service courses to improve teaching and learning. Preliminary work of
revising the Advanced Mathematics syllabus has now completed.
Mathematics teachers for secondary
schools have mainly been trained at the University of Dar es Salaam and
teachers’ training colleges which offer diploma courses in Education. At the
university, undergraduate pre-service mathematics teachers take Mathematics and
Education. Within the Education course, they do mathematics teaching methods
which is meant to train them on how to teach mathematics effectively. Teachers’
training tutors for mathematics are also groomed at the University of Dar es
Salaam.
Mathematics teaching in Tanzania has
been facing the following problems:
·
There is acute shortage
of teachers and teaching materials at all levels.
·
The syllabuses are very
long and a number of concepts are rather difficult for the levels specified.
·
Many teachers are
inadequately trained to teach mathematics. This is a result of allowing very
little time in methods of teaching and teaching practice during teachers
training.
The
Ministry of Education and Vocational Training has been concerned with the
deterioration of mathematics performance in schools. In trying to solve the
problem of shortage of mathematics teachers, the Ministry converted Mkwawa
Secondary school into a mathematics and science teachers’ college. At Mkwawa
Teachers College aspiring mathematics and science teachers studied their A-
level subjects in the first two years coupled with some courses on Education.
In the third year they studied education which included methods of teaching and
teaching practice. The successful candidates were awarded diploma in education.
The
other diploma students who were not in special colleges had to stay in college
for two years after completing their A level studies. It meant that students at
Mkwawastarted to train as teachersright at form five. This was later abandoned
and the institution has been converted to a constituent college of the UDSM known
as Mkwawa University College.
The Ministry also provided financial
assistance to Educational institutions to conduct in- service seminars in
collaboration with the Institute of Curriculum Development. The purpose of the
seminars was to orientate teacher on changes in the syllabus. The Ministry also
offered funds to the conduct in-service courses for A-level mathematics and science teachers.
Other organisations that have conducted seminars for mathematics teachers are
the Professional Teachers Association of Tanzania or ‘Chama Cha Kitaalaam cha Walimu
Tanzania (CHAKIWATA)’. Chama Cha Walimu Tanzania (CWT).The Mathematical
Association of Tanzania (MAT) and the International Village of Science and
Technology (IVST).
The Mathematical Association of Tanzania
(MAT/CHAHITA), in particular, has been supplementing efforts being taken by
educational institutions in raising competence among mathematics teachers. It
has been conducting annual seminars for its members as well as interested
teachers. The lecturers offered have mainly been on topics which teachers find
difficult to teach. Moreover, seminars of similar nature have been conducted in
active MAT zones and they have proved to be very effective.
In 1990, the Harold Macmillan Trust,
(HMT) of London sponsored a research of Problems of Teaching and Learning
Mathematics in Tanzania. This research gave rise to the project entitled MAT 3-
year Integrated Training and Publications Programme. The objectives of the
project were to publish and supply supplementary and teaching aids for primary,
secondary and teachers classrooms and expand their programme of in-serves
training. The project also intended to assist in the production of the
Tanzanian Mathematical Bulletin which published mathematical articles and MAT
seminar proceedings. The project was funded jointly by MAT, HMT and the
European Commission (E.C).
It must be emphasized that education
and particularly mathematical education, is fundamental to our future economy.
Without mathematics there can be no modern technology, no manufacture, no
commerce, no modern economy, in our daily lives. Practically everything we use,
everything we depend upon needed some people working mathematically in its
origination, design and development. Let us consolidate our efforts to raise
its standard. Let us motivate both the pupil and the teacher. Let us give them
a good teaching environment. Archimedes once said “Give me a place to stand,
and I will move Earth”.Let us give them what they require and they will do
wonders.
Another
action initiated as intervention to the deterioration of mathematics was the
Primary Mathematics Project (PMUP) based at Korogwe Teachers’ College. The
project developed simple and friendly teaching methods and tried them in
Korogwe District Schools. The project included development of teaching and
learning materials. Some publishers have published mathematics friendly books
which motivate the pupil. For example, Mture Education Publishers, has come up
with ‘HisabatikwaVitendo’(Practical Mathematics) which motivate pupils to like
mathematics.
Recently, the introduction of Pi day
has provided a platform for pupils and teachers to discuss problem of
mathematics teaching learning and do activities to alleviate them.Activities
include singing mathematics songs, demonstration of mathematics teaching aids,telling
mathematics storiesand playing mathematical games. The 51 years of independence
have surely done something in mathematics.. How many of thesechanges are you
aware of? Have you or your children kept them abreast?
END
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