Department of Science and Mathematics Education

Chairperson – Dr. Nicholas Zezekwa

The department of Science and Mathematics Education became functional on the 1st of June 2014 after the unbundling of the Department of Education due to ballooning student numbers.
The department is mandated to equip science and maths education students with the relevant pedagogical  & research skills needed by the 21st century teacher.

 

Vision
To 2000 produce holistic science and mathematics teachers who are creative, critical and have higher order thinking skills required for our developing community and the world.

Mission
To provide world class teaching and learning experiences backed by current research in order to produce highly skilled science and mathematics classroom practitioners who are able to adapt to the ever changing technological trends in local communities and internationally.

Core Values

• Learning
• Innovation
• Humility
• Commitment
• Reflection
• Competence
• Student Centredness
• Humanity

 

Off-Campus Programmes
The Bindura University of Science Education off-campus learning model is a technology-enhanced learning model that  comprises of guided and independent learning activities. Using this model, students will access education from anywhere as long they have either a computer, laptop, ipad or smartphone connected to Internet. This reduces costs to students in terms of transport and accommodation as well as reduced tuition fees as through this mode, students no longer have to travel long distances to universities or seek alternative accommodation in order to access education. The main feature of this model is its interactivity through the Zoom software among other interactive softwares, as well as through discussion forums. Periodically, students will be assembled at designated centers in their cluster areas to do practicals conducted by their lecturers.

 

Publications from 2019 to June 2020

1. Mukaro J.P (2019). Assessment of the alignment of curricula operating in the same context. A case study of ordinary and advanced level Biology Practical work. African Journal of Research in Mathematics, Science and technology Education.
2. Ndemo, Z, Mtetwa D, J and Zindi, F (2019). What should be the object of research with respect to the notion of Mathematical proof? Journal of Education and learning Vol13 (1) P 7-16
3. Mpofu, V (2019). A framework for understanding the constructs of literature review, conceptual and theoretical frameworks in research, International Journal of Research methods in Education.
4. Mpofu, V (2019) A Theoretical framework for implementing STEM education in theorizing STEM education in the 21st century.
5. Ndemo, 2 (2019) High School students’  language related struggles with contextualised Differential Equations, International Journal of applied mathematics and Theoretical Physics vol 5 (1) , 20 – 30.
6. Ndemo Z, (2019) Flaws in proof construct ions of postgraduate mathematics Education student teachers journal of mathematics Education 10 (3) 379-396.
7. Ndemo, Z (2019) Characteristics of continuing Professional Learning Provisions for School mathematics Teachers in Zimbabwe, International Journal of Secondary Education.
8. Sunzuma, G and Maharaj, A (2019) In-service secondary Teachers and views towards integrating ethno mathematics approaches into the teaching of geometry, Boletin, de Educao Malematica.
9. Sunzuma, G; Zezekwa, N and Ndemo Z (2019) Geometry pedagogical content knowledge: Pre-service mathematics teachers’ views in Zimbabwe. International Journal of teacher case study.
10. Kazunga, C and Bansil ,S (2019) .The Action Process Object and Schema (APOS) analysis of conceptual understanding of Application of determinant in solving systems of Equations, Journal of  educational studies in Mathematics.
11. Kazunga, C and Bansil S (2019). Challenges experienced by in service mathematics teachers in upgrading programme: Professional development in a developing country OASIS (Book Chapter)
12. Nyikahadzoyi, M.R (2019). Promoting inquiry based learning in mathematics classrooms: Facilitator’s guide to effective instruction in Primary School Mathematics: A training module for MOPSE.
13. Mutambara, L.H.N (2019). An explanatory study on the understanding of the vector space concepts. African journal of Research in mathematics, science and Technology education, 23 (1) 14-26.
14. Sunzuma G and Maharaj, A. (2019) In-service teachers’ geometry content knowledge: Implications for how geometry is taught in teachers training institutions, International Electronic Journal  of Mathematics Education, 15 (1) 1-14.
15. Sunzuma G and Maharaj, A. (2019). Teacher  related challenges Affecting The integration of Ethno mathematics Approaches into the teaching of Geometry – Eurasia journal of Mathematics Science and Technology Education 15 (9) 1-15.
16. Mutambara,L.H.N;Tendere,J and Chagwiza,C.J.(2019).Exploring the conceptual understanding of the quadratic function concept in teachers’ colleges in Zimbabwe. Eurasia journal of Mathematics Science and Technology Education
17. Sunzuma, G., Chando, C., Gwizangwe, I., Zezekwa, N and Zinyeka, G. (2020). In-service Zimbabwean teachers’ views on the utility value of diagrams in the teaching and learning of geometry. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 1-18.
18. Sunzuma, G and Maharaj. A. (2020). In-service mathematics teachers’ knowledge and awareness of ethnomathematics approaches.  International Journal of Mathematical Education in Science and Technology
19. Sunzuma, G and Maharaj. A. (2020). In-service Secondary Teachers’ Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching. Bolema, Rio Claro (SP), 34(66), 22-39.
20. Kazunga, C. & Bansilal, S. (2020). An Action Process Object Schema (APOS) analysis of the conceptual understanding of application of determinant in solving systems of f equations. Educational Studies in Mathematics, 103(2020), 339 – 358.
21. Zezekwa, N and Nkopodi, N(2020).Physics Teachers’ Views and Practices on the Assessment of Students’ practical Work Skills. EURASIA Journal of Mathematics, Science and Technology Education, 16(8),em 1865 . https://doi.org/10.29333/ejmste/8289
22. Sunzuma,G and Maharaj, A(2020).Teachers’ views on learner related variables impeding the integration of ethnomathematics approaches into the teaching and learning of Geometry. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1808717
23. Mukaro.J,  Chivheya.R, Mpofu,V  &Edziwa,X (2020). Effects of interactive multimedia sensory organisers teaching method on student achievement in ordinary level agriculture:A case of selected secondary schools in Chirumhanzu District, Zimbabwe. Zimbabwe Journal of Educational Research, 12 (2), 23-32
24. Nyikahadzoyi, R. M. (2020). Best Practices for averting the creativity crisis. Creativity Research Journal, 23(4), 285-295, online DOI: 10.1080/10400419.2011.627805
25. Sunzuma  G and Maharaj, A.(2020). In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of Geometry. Journal of Curriculum Studies. https://doi.org/10.1088/00220272.2020.1825820

Book Chapters

1. Mpofu, V. (2019). A Theoretical Framework for Implementing STEM Education. In Fomunyam, K. G. Theorizing STEM Education in the 21st Century.109-120, London, U.K, IntechOpen

Conference Papers

1. Zezekwa, N and Vhurumuku, E (2019) Initial Science teacher education for sustainable development: A case study of Bindura University, Zimbabwe. A paper presented at 13th European Science Education Research Association (ESERA) conference 26th – 30th August 2019 in Bologna Italy.
2. Zezekwa, N and Nkopodi, N (2019). Physics teachers’ views and practices on the assessment of Advanced Level Physics students’ practical work skills. A paper presented at the Southern Africa Comparative and History of Education Society Conference held from 29-31 October 2019 at Roof of Africa Hotel Conference Centre, Windhoek Namibia.