Primary Education

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    The evolution of social studies education in Zambia.
    (Multidisciplinary Journal of Language and Social Sciences Education, 2022) Mambwe, Robinson; Lufungulo, Enala. Sharon.
    The field of social studies has been a matter of controversy since the early twentieth century. Even the use of the name Social Studies itself has been a matter of controversy. Despite this, social studies have become established as a core subject in most education curriculum documents across the world, including Zambia. However, the origin and development of social studies education in Zambia has not been documented in chronological order with reasons and rationales for developments and infusion in the education curriculum documents over the years to cover the pre-and post-independence Zambia. In addressing how social studies has evolved over time, this paper offers a historical account of the origins and development of social studies in Zambia and the why or how social studies came to be part of school curricula. The paper also gives a global perspective to the developments of social studies since its inception in the United States of America in 1916. To achieve this mammoth task, critical document analysis was employed.
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    Attitudes of girls towards mathematics in selected secondary schools in Lusaka and Mazabuka, Zambia.
    (ERNESA/DSE/IDRC Publications, 1999) Ndhlovu, B.Z.
    The study explored the attitudes that girls had towards Mathematics. The circumstances and factors that condition the attitudes were investigated and recommendations and suggestions on possible remedies were given. The study was conducted in two towns of Zambia; Lusaka and Mazabuka. A qualitative research approach was adopted with interviews and Focus Group Discussions as the main data collection methods. The data was analyzed thematically. The findings indicated that mathematics was viewed as a difficult subject arising from lack of successful experiences in the subject, poor teaching and peer pressure. The study recommended guidance and counseling and appropriate teaching strategies in the subject.
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    Teachers' language practices in the teaching of mathematics in a grade four multilingual classroom in Zambia.
    (Studies in Educational Management Journal, 2020-02-25) Mambwe, B.; Ndhlovu, B.Z.
    Zambia has seventy‐three (73) recorded languages with seven considered as major languages. The diversity of ethnic groups with their related languages has led to the existence of several traditions and cultural practices which have implications on the education of children. The Ministry of Education introduced the use of a familiar language as a language of learning in primary schools from grade one to four. The current study explored the teachers’ language practices when teaching mathematics in a multilingual class. We sought to establish the language practices of teachers and learners in the process of mathematical knowledge acquisition in the classrooms. The research was carried out in two selected primary schools in Lusaka district, Zambia. The target population was teachers and pupils in the 4th grade whose mother‐ tongue was not the language of instruction. The research was qualitative in nature and it took the form of grounded interpretative classroom research. The lesson observations and recordings served as empirical basis of the results. The results showed that teachers used code‐switching, translation, body language and visuals. The study recommended among other aspects continued use of code‐switching as a bridging mechanism between the conversational register and the mathematics academic register.
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    First year students' understanding of specific concepts in selected mathematics topics: the case of the University of Zambia.
    (International Journal of Science and Research (IJSR), 2019-03) Mwape, J.; Ndhlovu, B.Z.; Malambo, P.
    This study investigated the understanding which University of Zambia (UNZA) first year students of mathematics had of specific concepts in selected mathematics topics. Procedural and conceptual understanding underpinned the investigation. It was also the intention of the study to determine whether there exist any relationship between the students’ confidence levels and their procedural and conceptual understanding of particular concepts. A quantitative approach was followed and specifically a case study design was employed. Three hundred and seventy eight (378) randomly sampled first year students of mathematics wrote a test which was based on sets, functions, polynomials, trigonometry, and complex numbers as taught in the first year at UNZA. To enhance content and face validity, the administered test was preceded by document analysis, piloting, and expert judgement by UNZA lecturers of mathematics. Subsequently, a follow up questionnaire was administered to elicit the participating students’ experiences as they solved the test items. The test data was analysed using standard indices while the data derived through questionnaires was analysed using multivariate techniques. The study revealed that the majority of the students had procedural, and not conceptual understanding of the concepts assessed.
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    Views of stakeholders outside the education sector on the basic school curriculum: an activity under the BESSIP component of basic school curriculum development.
    (Curriculum Development Centre, MOE, 2000-02) Chakulimba, O.; Ndhlovu, B.Z.; Chimpandu, B.; Moloka, H
    The study was aimed at capturing the views and ideas of Stakeholders (Parents, Church Leaders, Employers of companies, Public Sector, Trade Unions, NGOs, Students, Pupils and Youth) on what should be included in the Curriculum. The survey endeavoured to find out the views on; existing Basic Education Curriculum in Zambia, ideas on the 'ideal' curriculum, views on how they expected the curriculum to be delivered, aims and purposes of formal education and their views on the Basic Education in general. The survey covered five Provinces of Zambia covering One Thousand Six Hundred five (1605) stakeholders. A questionnaire was the main instrument of data collection supplemented by interviews.