Mathematics Teaching and Learning: A Reflection on Teacher Training in Rural Uganda

Abstract

Building an elementary school, developing mathematics curriculum, and training teachers in Rural Uganda is a task filled with many challenges due to the lack of resources and high levels of poverty in the area. Embedded in these challenges are opportunities for creativity and leadership as teachers begin to shift from an education framework based on rote memorization and learner passivity to one that includes collaboration, active learning, and teaching for understanding.