Edgar John Sintema

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• PhD
• Researcher at Weizmann Institute of Science

For a period of over three decades, empirical results from studies in mathematics education have demonstrated the positive impact of problem solving on secondary school students' mathematics development. Following the introduction of a reformed mathematics curriculum in all Zambian schools, problem solving has received attention as a key teaching a...

The purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (MPCK) as part of a larger project aimed at characterising their subject matter and pedagogical content knowledge (PCK) related to the function concept. K-means Cluster anal...

The concept of a function is a very important concept in both school and university mathematics. A comprehensive synthesis of literature on the topic suggests that knowledge of functions forms a strong foundation for studying mathematics at high-school and undergraduate levels. While there is a wealth of research in the literature on this topic, no...

The purpose of this cross-sectional study was to examine pre-service teachers’ perceptions of their mathematical pedagogical content knowledge and to determine effect of demographic variables (Gender, year of study) on their mathematical pedagogical content knowledge. A Likert scale questionnaire was used to collect data from 104 pre-service teache...

This paper investigates profiles of high school students' mathematical problem-solving beliefs following the introduction of a new mathematics curriculum. In this quantitative study, 490 high school students responded to a mathematical problem-solving beliefs questionnaire to provide data about their beliefs related to mathematical problem solving....

Information and communication technology (ICT) competences are among the most important requirements to effectively teach mathematics and science in today's classrooms. Teacher educators in the Southern African Development Community (SADC) region have prioritised ICT competences for pre-service teachers (PSTs) to effectively select suitable instruc...

This study investigated high school students' mathematical problem-solving beliefs based on their gender. A mathematical problem-solving beliefs questionnaire comprising 36 items across six beliefs scales was administered to a sample of 490 students (288 boys and 202 girls) from three schools: a mixed-sex school (106 boys and 103 girls), a single-s...

There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills regarding the use of information and communication technologies (ICTs) for teaching science. Using the technology acceptance model as theoretical lens, this paper explores the self-concept and views of PSTs in their final year of study regarding their comp...

The effective integration of Information and Communication Technologies (ICT) in mathematics education has become a challenge for practitioners and researchers. In this sense, the TPACK framework has been employed in many studies associated with the use of ICT in the classrooms. However, reports on the pre-service teachers' development of TPACK in...

Background: The novel coronavirus disease (COVID-19) is a serious global health problem that has negatively impacted the mental health of students.Methods: We conducted an online descriptive cross-sectional study among 273 undergraduate pharmacy students at the University of Zambia from August to September 2020. A partial proportional odds regressi...

The effective integration of Information and Communication Technologies (ICT) in mathematics education has become a challenge for practitioners and researchers. In this sense, the TPACK framework has been employed in many studies associated with the use of ICT in the classrooms. However, reports on the pre-service teachers’ development of TPACK in...

The purpose of this study was to investigate pre-service teachers’ knowledge of content and students vis-à-vis their ability to anticipate, identify and clear high school students’ misconceptions about inverse and composite functions. To accomplish this goal a case study research design was used to examine one fourth year mathematics education pre-...

Schools in Zambia partner with students' families and communities through the Parents Teachers Association to promote community participation in the academic and social welfare of students. However, this partnership is sometimes weakened by unexpected external factors to the detriment of the students' educational development. This study used the th...

Pre-service teachers ’ beliefs, attitudes, and values about mathematics have a significant influence on their self-concept about mathematics as a subject and determine how confident they are to teach it. The purpose of this study was to examine Zambian pre-service secondary mathematics teachers’ pedagogical content knowledge self-concept about the...

The emergence of coronavirus (COVID-19) and its rapid spread across Asia, Europe, United States of America and parts of Africa led to many republics implementing partial and complete lockdowns of their countries as part of the many solutions to curbing the pandemic. Internal measures included closure of all learning institutions and restricted mobi...

With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-à-vis mathematics, science and design and technology subjects...

Teacher training is a key aspect for the success of any educational system and it is a prior challenge to face in-depth in Zambia. This study explores some dimensions of prospective secondary mathematics teachers' subject-matter knowledge and pedagogical content knowledge restricted to the topic of the function concept. Data were collected by means...

This paper presents a review of literature on research about the function concept that is relevant to the study of Zambian mathematics pre-service secondary teachers' knowledge of the function concept. The review relates theory and prior research to the present study. A detailed and comprehensive selection of the available literature that draws upo...

Zambia is a developing country in Southern Africa faced with numerous social, economic and environmental problems. Faced with the challenges of over enrolment in schools and tertiary institutions of learning, the country continues to account for low levels of technology in the education sector. With the increasing need for integration of technology...