Part I Pedagogical, Anthropological, and Political Underpinnings -- Shaping Identities in a Hyperconnected World: Notes for the Refutation of 'Pedagogical Levity -- Digital Natives or Digital Castaways? Processes of Constructing and Reconstructing Young People's Digital Identity and Their Educational Implications -- The Challenge of Developing One's Own Identity in ICT Contexts: The Apparent Need to Share Everything -- "Don't Be Your Selfie": The Pedagogical Importance of the Otherness in the Construction of Teenagers' Identity -- Truth in a Hyperconnected Society: Educate, an Outlandish Answer to the Post-truth Phenomenon -- Adolescence and Identity in the Twenty-First Century: Social Media as Spaces for Mimesis and Learning -- Online Identity Construction in Younger Generations via Identification with Influencers: Potential Areas of Vulnerability -- Collaborative Digital Governance: Pseudo-Educational Identities on the International Political Agenda? -- Part II Educational Processes, Practices and Challenges -- Students with Disabilities in the Digital Society: Opportunities and Challenges for Inclusive Education -- Hyperconnected Identities and Educational Relationships from an Intercultural Perspective -- Social Networks and Their Influence on Building Gender Identity: Design of a Mobile App as a Social and Educational Resource Targeting the Family Context -- Digital Identity and Quality of Life Technologies in the Older Adults -- From a Deficit of Nature to a Surplus of Technology: The Search for Compatibility in Education -- Learn and Entertain: The Invisible Learning Processes of the Younger Generations in Social Networks -- The Highs and Lows of a Hyperconnected University Identity
This book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are rooted in teacher input and informed by learners errors and misconceptions. The book provides a comprehensive snapshot on mathematics teaching, learning and effective professional development programmes for mathematics teachers in sub-Sahara Africa. It is the only research output that advances and disseminates issues of mathematics education and research in the region with input from South Africa, Kenya, Rwanda, Uganda, Malawi, Namibia, Lesotho, Ethiopia and Zimbabwe
