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PhD in Mathematics Education - University of South Africa (2021)

M.Ed (Mathematics Education)- 4844³ÉÈËÃâ·Ñ¸£Àû (2002)

B.Ed (science)- 4844³ÉÈËÃâ·Ñ¸£Àû - 1995

Diploma in HumanÌýResources management - Open University of Zimbabwe- 2011

I have worked as a secondary school mathematics teacher and secondary college Education math lecturer for over 10 years. I then worked as an inspector of schools focusing on ensuring that academic standards in schools are adhered to. This was followed by working as a Monitoring and Evaluation Officer at DTEF, where my responsibilities included advising the MOBE on students' academic progress and sponsorship.Ìý I have also participated in International studies such as TEDS-M, where I was Scoring Coordinator. My research interest includes mathematics teachers' pedagogical classroom practices and ICT integration in the teaching of mathematics in schools.

• MathematicsÌý teachers Pedagogical content knowledge
• Technology integration in Math Education
• Mathematics Content [number systems, algebra, geometry, trigonometry and probability and statistics]

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• Mathematics teachers' pedagogical classroom practices
• Technology integration in the teaching of mathematics in schools

Mathematics Teachers Pedagogical Content knowledge and technology integration

Salani, E. (2013). Teachers’ Beliefs and Technology: Calculator use in mathematics instruction in junior secondary schools in Botswana.European Journal of Educational Research published in Volume 2 Issue 4Ìý available atÌý

Salani, E. & Maphane, E. (2014).ÌýBotswana Primary School Teachers’ Motivational Strategies Beliefs about Mathematics Classroom Instructional Practices.ÌýInternational Journal of Humanities Social Sciences and Education (IJHSSE)Ìýin Volume 1 Issue 11 available atÌý

Salani, E. (2016).ÌýIn-Service Student Teachers’ Perceptions and Calculator Technology: Feasibility of Calculator Use in Mathematics Instruction in Botswana Primary Schools. International Journal of Innovative Research and Development, ISSN 2278–0211,Ìý5(12)

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