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Academic literature on the topic 'Education, Higher – Zimbabwe – Masvingo Province'
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Journal articles on the topic "Education, Higher – Zimbabwe – Masvingo Province"
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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.
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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.
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Nyanga, Takupiwa, Pilot Mudhovozi, Regis Chireshe, and Levison Maunganidze. "A Survey of Job Satisfaction of Employees at Higher Learning Institutions in Masvingo Province, Zimbabwe." Anthropologist 14, no. 1 (January 2012): 73–79. http://dx.doi.org/10.1080/09720073.2012.11891223.
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Mago, Stephen, and Costa Hofisi. "Microfinance as a pathway for smallholder farming in Zimbabwe." Environmental Economics 7, no. 3 (October 21, 2016): 60–66. http://dx.doi.org/10.21511/ee.07(3).2016.07.
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Microfinance has been viewed as a pathway for smallholder farming. This paper aims to investigate the impact of microfinance on smallholder farming. It examines the role of microfinance in the development of smallholder farming. This paper employs the integrated view of microfinance study as opposed to the ‘credit only’(minimalist) view. Using qualitative research methodology, the paper relies on literature review and primary data. Household level data (primary) were collected from a rural district (Masvingo Rural District) of Masvingo province in Zimbabwe. Data were collected from 250 microfinance participants (household heads) using questionnaires and face-to-face interviews. The findings show that microfinance had positive effects on accumulation of agricultural assets, income from agriculture, agricultural education, agricultural productivity, agri-business, consumption and health. However, the impact is limited due to lack of finance. Basic financial services are essential for the management of their smallholder farming activities. The practical implications are that the study results could be used by the government and development agencies for policy making. The paper recommends that microfinance should be harnessed as a useful intervention that can be employed to economically empower the smallholder rural agricultural sector. Keywords: microfinance, smallholder farming, integrated view, minimalist view. JEL Classification: G21, O13
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Zikhali, Joyce, and Cosmas Maphosa. "Exploring College Students’ Attitudes towards Female Lecturers’ Competence in Teacher Education Colleges in Masvingo Province, Zimbabwe." Anthropologist 14, no. 5 (September 2012): 393–99. http://dx.doi.org/10.1080/09720073.2012.11891262.
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Sakadzo, Nyasha, Fortune Tafirenyika, and Kasirayi Makaza. "Effects of Time of Earthing Up on Yield and Yield Parameters of Irish Potato (Solanum Tuberosum L.) in Zaka District, Zimbabwe." Agricultural Science 1, no. 1 (January 30, 2020): p39. http://dx.doi.org/10.30560/as.v1n1p39.
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Potato (Solanum tuberosum L) is a strategic national food security crop in that can be used as a supplement for carbohydrates. It is the fastest growing staple food crop and source of income for poor smallholder farmers. There is limited documentation on effects of earthing up irish potatoes on yield and yield components in Zimbabwe. A field experiment was conducted in Zaka district of Masvingo province in Zimbabwe during the 2018/19 cropping season. The aim of the study was to investigate the effect of time of earthing up on yield and yield parameters of BP1 potato variety. The treatments consisted of four levels of time of earthing up (no earthing up (control), three, four and five weeks after plant emergence), replicated three times on a Randomized Complete Block Design (RCBD). Results on earthing-up at three weeks recorded significantly (P<0.013) the highest total tuber yield (21.97 t ha-1) which is 10% higher compared to no earthing up which recorded 14.43 t ha-1. Moreover, earthing up at two weeks had the least number of greening tuber yield (3%), 11% pest damaged tuber yield, 6% unmarketable tuber yield and 45% marketable tuber yield. This is in contrast with no earthing up which recorded 91% greening tuber yield, 25.3% on pest damaged tubers, 59% on unmarketable tubers and 10% marketable tuber yield. Based on the results, first earthing up should be done at three weeks after complete plant emergence at the study area under rain fed conditions for the production of potatoes with improved yield and better tuber quality.
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Chirume, Silvanos. "Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects." Sumerianz Journal of Social Science, no. 312 (December 1, 2020): 150–61. http://dx.doi.org/10.47752/sjss.312.150.161.
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Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe’s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.
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Stapleton, T. J., and M. Maamoe. "An Overview of the African National Congress Archives at the University of Fort Hare." History in Africa 25 (1998): 413–22. http://dx.doi.org/10.2307/3172197.
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Located in the small town of Alice in South Africa's Eastern Cape Province, the University of Fort Hare (UFH) was established in 1916 and for many years was the only institution of higher education in sub-equatorial Africa which was open to black students. Therefore, among Fort Hare's alumni are well-known African nationalists and politicians such as Oliver Tambo and Govan Mbeki of the African National Congress (ANC); Robert Sobukwe, who founded the Pan-Africanist Congress (PAC); Mangosuthu Buthelezi of the Inkatha Freedom Party (IFP); Eluid Mathu, who was the first African member of the Kenya Legislative Council,;President Robert Mugabe and Herbert Chitepo of Zimbabwe; Prime Minister Ntsu Mokhehle of Lesotho; former Prime Minister Fwanyanga Mulikita of Uganda; and many others. While Fort Hare was taken over by the apartheid government in 1959 and incorporated into a network of ethnic universities within the homeland system, from the 1960s to early 1990s various banned liberation movements were active on campus and students periodically clashed with security forces. As a result, “[i]t is thus not surprising that with its venerable history of resistance and struggle, the UFH was chosen to be the repository of most of the archives of the Liberation Front.”
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Chirume, Silvanos, and Mathias Taririro Dick. "The quality of orientation in ODL." Asian Association of Open Universities Journal 14, no. 1 (June 10, 2019): 50–63. http://dx.doi.org/10.1108/aaouj-02-2019-0012.
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PurposeThe purpose of this paper is to assess the consistency with which quality is maintained in the orientation process. Orientation is a key university process intended to prepare new students for life in higher education (HE). For open and distance learning (ODL), orientation can be a key process for lessening some of the challenges associated with the separation of the learner and the lecturer. Indeed, for ODL students, orientation can be fraught with a variety of challenges one of which could be quality problems.Design/methodology/approachConvenient sampling was used to obtain a total of 89 students in the first semester and 34 students in the second semester. The respondents came from all the eight districts in the Midlands province of Zimbabwe. They belonged to various degree programmes found in the eight faculties of the institution. Correlation was used to determine quality variations. Using a mixed methods approach, the study sought the views of the students and the relationships between activities done in the two semesters of 2018. SPSS version 16.0 software was used to compute Spearman’s correlations whereas content analysis was used to analyze the open-ended responses to the questa-view. This mixed methods approach helped the researchers to analyze and compare the quality of the orientation sessions.FindingsResults yielded a positive and high significant correlation between first and second semester variables (r=0.916,p=0.000), a finding indicating that staff members in the Midlands Regional Campus of Zimbabwe Open University have not changed their ways of conducting orientation. On a scale of 1 (least effective) to 5 (most effective), the average ratings for the presentations in the first and second semesters were 4.08 and 4.26, respectively. In the qualitative analysis, adequacy of the venue, timing, coverage of aspects and use of media were all rated positively for the two sessions. However, for the two sessions, some students mentioned negative sentiments to do with the provision of needed materials at time of student registration, the public address system, orientation packages, time management and communication.Research limitations/implicationsThis paper looks at the process of orientation as it was done at one regional campus of an ODL institution in Zimbabwe. It also analyses the quality of the orientation using correlation as a lens that measures consistency and also by critically analyzing content in the respondents’ voices. Implications are that the findings and recommendations can also be applied in other ODL (and even non-ODL) institutions with a view of finally coming up with common policies and procedures with regards to providing quality service and support to the twenty-first century student.Practical implicationsFindings were relevant and could be used for designing applicable orientation programmes in ODL institutions and for improving the quality of student support and services.Originality/valueWhile a number of studies have been carried out on orientation in HE, it would appear that research on orientation in ODL institutions, especially in Zimbabwe, appears minimal, hence this study covers an unexplored niche.
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Nkoma, Elliott, and Alphonce Shoshore. "Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach." Educational Management Administration & Leadership, January 27, 2021, 174114322098332. http://dx.doi.org/10.1177/1741143220983329.
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The study sought to explore rural and urban primary school heads’ perspectives on staff appraisal systems in Masvingo Province, Zimbabwe and utilised a qualitative approach based on a phenomenological design. Five rural primary school heads and five urban primary school heads with at least 14 years of experience were purposely selected. In-depth, face-to-face phenomenological interviews were conducted to collect the lived experiences of participants in relation to performance appraisal systems for teachers. Data were transcribed verbatim and analysed thematically. Three major themes emerged: (a) implementation of performance appraisals; (b) feedback and professional development; and (c) challenges with regard to the implementation of performance appraisals. The economic crisis in Zimbabwe has had a negative impact on school performance appraisal systems. Both school locations had implemented such systems, but were faced with limited resources, time constraints and teachers’ lack of interest in being promoted. In looking at the differences between rural and urban school head participants, the focus was on observation and feedback processes. This study has important implications for staff appraisal systems in Zimbabwe.
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Magocha, Medicine, Davie Mutasa, and Richard N. Madadzhe. "Women and the Strategic Role of Information Dissemination through Folklore in Africa: A Case of Masvingo Province, Zimbabwe." Commonwealth Youth and Development 16, no. 2 (January 22, 2020). http://dx.doi.org/10.25159/2663-6549/4453.
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This article discusses the central “ignored” role that women play in disseminating vital societal information through folklore. It explores the limited conceptions and constructions of their roles in literature and the media today where they are confined to housekeeping duties. It argues that through story-telling—the cornerstone of communal revitalisation—women play a pivotal task in ensuring the well-being of their communities. In advancing this argument, the article takes into account the fact that folktales have formed the basis of African formal education and training, which was meant for cognitive development of the African child. The major concern is, despite the tremendous contribution of women into the development, re-engineering and redesigning of the society, women are not taken or taking themselves seriously when it comes to societal decision-making issues. This paper mainly depends on a literature review and qualitative research methodology. A sample of 25 homes was selected randomly in the Bikita District of Masvingo Province in Zimbabwe. Data were collected orally from the story-tellers. Thereafter, an analysis was undertaken to establish the strategic role of women in disseminating information.
Dissertations / Theses on the topic "Education, Higher – Zimbabwe – Masvingo Province"
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Mandoga, Edward. "Implementation of gender policies to promote gender parity in leadership in academia : a case study of two universities in Bindura Urban Mashonaland Central Province Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5260.
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The study is premised on the assumptions that the under-representation of women in leadership in academia is aggravated by weak implementation of gender policies. In light of this, the aim of the current study was to assess the nature and extent of the implementation of gender policy frameworks as a way of engendering gender parity in leadership in academia. The study was informed by the socialist-feminist theory and John Rawls’ and David Millers’ theory of social justice. The theories were chosen on the basis of their socialist-scientific approach to gender issues and also because of their resonance with the situation in Zimbabwe’s tertiary institutions. The theories were analysed within the context of Agenda 2063. The relevance of the agenda’s vision for this study is its recognition of gender equality, particularly in leadership in academia, as a critical cog for Africa’s development agenda. The researcher opted to use the qualitative approach which is embedded within the interpretivist research paradigm. The interpretivist approach makes use of qualitative methods of data collection, presentation and analysis. Data were generated from a sample of twenty four lecturers, two vice-chancellors, two pro-vice-chancellors and two registrars from two universities, a private church-run institution and a state university, mainly through interviews. Data were also generated through focus group discussions and document analysis. Data from documents were used to buttress data from the interviews and focus group discussions. The findings of this study showed that the male-management norm dominated in almost every strategic section of the structures of the two institutions. This was attributable to weak implementation of gender policies. The failure of the gender policies to bring a visible change to the institutional landscape in terms of gender equality was a result of an interplay of personal, cultural and organisational factors. Some of the factors that thwarted women’s career progression to leadership positions included, lack of inspiration from role models, lack of support from colleagues, lack of training in leadership, and the Zimbabwe Council of Higher Education’s (ZIMCHE) indiscriminate policy on recruitment of staff members. All the factors however, were encapsulated within the patriarchal stereotypical conception of a women as fit for domesticity. Within the same conception, men were considered to be imbued with the clout and traits consistent with leadership demands. Studies carried out elsewhere in Zimbabwe and outside the boarders of Zimbabwe have yielded similar results. This explains the continuing and relentless nature of gender inequality in academic institutions. In order to increase the participation of women in leadership positions, the study recommends the following: establishment of a monitoring and evaluation exercise designed to audit the effectiveness of the gender policies; establishment of a review of the university programmes with the aim of establishing or intensifying training programmes in academic leadership and management; establishment of a scholarship and research fund to encourage women to undertake higher degrees studies, and the intense application of affirmative action policies and gender mainstreaming in the universities.
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Manwa, Lilian. "Determinants of academic performance of female students at a university in Masvingo Province, Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/18983.
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The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects.
The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically.
The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed.Psychology of Education
D. Ed. (Psychology of Education)
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Zireva, Davison. "Teacher education students' perceptions of critical literacy in Masvingo Province, Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/19012.
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Critical pedagogy asserts that in education there is regressive politics of knowledge that is inculcated as “infallible” information to passive students through all kinds of texts that conceal the power, inequality and injustice in human relationships. Education has thus degenerated into becoming techinicist and consequently oppressive. Techinicist education aims at maintaining the status quo. The creators of texts that are used in oppressive education systems and society in general focus on the question, “How do we best get knowledge that serves our interests into the heads of our young people?” Thus critical literacy which encourages consumers of texts to read, reflect and react is now indispensable to learners who nowadays are exposed to various texts with hidden agendas. This research focused on perceptions of critical literacy of teacher education students in Masvingo province in Zimbabwe. The research participants were third year diploma students in their final residential phase of teacher education. The mixed methodology was employed bearing in mind its principal role that it provides strengths that offset the weaknesses of both quantitative and qualitative research. The research instruments used were the questionnaire and the interview guide. The questionnaire was administered to convenience samples of one hundred teacher education students per each of the three institutions studied and the interview guide was used to generate data from ten participants per college. The research findings reveal that there are some socio-cultural and political influences on perceptions of critical literacy of the teacher education students. In this thesis it is recommended that the teacher education curriculum in Zimbabwe should have a formal programme for the promotion of critical literacy in teacher education students.Educational Studies
D. Ed. (Philosophy of Education)
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Mudavanhu, Sarafina. "The effects of campus environment on student development at Masvingo State University in Zimbabwe." Thesis, 2008. http://hdl.handle.net/10413/159.
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The concept of campus environment and its implication to student development is important to any institution of higher learning and student affairs in particular.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.
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Chinyoka, Kudzai. "Psychosocial effects of poverty on the academic performance of the girl child in Zimbabwe." Thesis, 2013. http://hdl.handle.net/10500/13066.
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Poverty has and will continue to precipitate enormous suffering for countless children in Zimbabwe.
This study examines how the psychosocial effects of poverty affect the academic performance of the girl child. At the same time it identifies various policies and programmes designed to attenuate the negative effects of poverty on children. It is estimated that about seven out of ten families in Zimbabwe live in dire poverty because of political unrest, socioeconomic instability, economic and political sanctions, drought, environmental degradation, and HIV/AIDS.
This study is informed by Urie Bronfenbrenner’s ecological theory, and the humanistic perspective. A qualitative phenomenological design was used with focus group discussions, interviews and observations as data-collection instruments, with fifteen (15) Form 2 girls, six (6) teachers, and three (3) headmasters in three secondary schools in Masvingo Province. The use of the phenomenological design helped to bring to the surface deep issues, and to make the voices of the girl children heard. The Tesch’s open coding method of data analysis was used to identify themes and categories.
Findings from this study revealed that the majority of the families in Zimbabwe cannot afford even the basic human needs (food and non-food items) which are necessary to sustain life, thus adversely affecting the children’s health, and their emotional, physical, moral, social and academic achievements. This study also established that the girls’ academic performance is affected by household chores/child labour, financial constraints, a lack of motivation, early marriages, and the lack of food, as well as health issues and sanitation, delinquent behaviour, child abuse, prostitution, the long distances to and from school, stigmatisation and marginalisation. This study recommends early intervention programmes for children, and the sustainable development of mining, rural and urban communities. The government, and the families, should make basic education affordable to all children, irrespective of their gender.
This study also recommends that the problems be addressed by the microsystems of the school, and of the families, and the neighbourhood mesosystems (linkages) and exosystems, as well as by the macro-systems (political, ideology). Collaborative work is also needed among Zimbabweans and all stakeholders to revisit the root causes of poverty.Psychology of Education
D. Ed. (Psychology of Education)
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Ntini, Edmore. "The participation of rural based teachers in community development activities in the Chivi district, Masvingo, Zimbabwe." Thesis, 2006. http://hdl.handle.net/10500/1023.
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Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented.DEVELOPMENT STUDIES
MA (DEVELOPMENT STUD)
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Mamhute, Rosemary. "The educational challenges of pregnant and nursing adult learners: a case study of Morgenster Teachers’ College." Diss., 2011. http://hdl.handle.net/10500/4809.
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The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem.M. Ed. (Adult Education)
Educational Studies
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Muzangwa, Jonatan. "Imagery and visualisation characteristics of undergraduate students' thinking processes in learning selected concepts of mathematical analysis." Thesis, 2018. http://uir.unisa.ac.za/handle/10500/25649.
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The present study investigated imagery and visualisation characteristics of undergraduate students’ thinking processes in learning selected concepts of mathematical analysis. The aim was to discover the nature of images evoked by these undergraduate students and the role of imagery and visualisations when students were solving some selected problems related to mathematical analysis. The study was guided by the theory of registers of semiotic representations. Psychological notions on imagery were also fused to cater for a cognitive approach to the study.
A sample of 50 undergraduate mathematics students participated in the study. The researcher employed both quantitative and qualitative methods. Before the main study, a pilot study was conducted to account for the reliability and validity of the research instruments. The data were collected through use of a cognitive test that was composed of 12 tasks with items selected from mathematical analysis. These tasks were specially designed to capture the variables of imagery and visualisations. A structured interview was also conducted as a follow-up to the results of the cognitive test.
The study found that visual images were noticeable in the thinking processes of undergraduate students in solving problems related to mathematical analysis. The nature of the visual images evoked by the students varied from person to person. The nature of these images was also determined by the nature of the task. The most common types of imagery were diagrams, prototypes and symbols. On rare occasions the students also evoked metaphoric images. It was also observed that these images were used for illustrative purposes and to spark the idea for a proof. It was also interesting to note that some images were used to discover the limit of a converging series. The results confirmed the need to use visualisation with caution, especially when treating concepts which involve infinity.
The study recommends that instructors of mathematics should encourage visual thinking in the learning and teaching of mathematical analysis. Knowledge of the students’ concept images helped the researcher to understand the nature of the learning difficulties of the students.
Further research should focus on the strengths and weaknesses of visual-mediated learning and also on the relationship between creativity and visual thinking.Mathematics Education
D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))