Ministry of Education

Zambia Association for Mathematics Education

(ZAME)
2022 National Conference.
Held at HOPE Church old (Shoprite) – Mongu (Western province)

Monday 22nd August 2022 to Friday 26th August, 2022.

REPORT

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 THEME: ENHANCING TEACHER PROFESIONAL GROWTH IN STEM EDUCATION

TOWARDS EFFECTIVE STM LEARNING OUTCOMES.

CONFERENCE OBJECTIVE

1. To develop and enhance research skills in participants.

2. To promote and share innovations that improve the quality of STEM
education.
3. To conduct hands on activities to enhance appropriate pedagogical content
knowledge.
4. To develop and exhibit STEM education innovations and product that
improve the quality of life.

DAY TIME ACTIVITY Facilitator Chairperson

One
 Arrival & Registration of
22/08/22 participants

07 30 - 08 50  Registration NEC
Opening Ceremony
 Welcoming Remarks
 ZAME
NEC
Chairperson
Two  DEBS –
09 00 - 09 40 Mongu
23/08/22  PEO –
Western
Province
 Guest
of Honour’s
remarks

2
 09 00 - 09 40  Program Overview & ZAME SG
Objectives
 “The Role of Counselling in Mr. Phillip Chongo
09 45 – 10 45 Improving Mathematics Matero Girls Sec
Performance” School
 Strengthening In-Service Dr. Patricia P.
Teacher Mentorship and Nalube
Support Through the University of
10 50 - 11 40
School-Based InService Zambia
Teacher Training
Approach.
 The impact of research inDr Danny
Mathematics Education. Mukonda
11 45 – 12 45
Rusangu
university
12 45 – 14 00 LUNCH BREAK

 Learners' Interpretation of Mr. Joseph

Mathematics Concepts and Sakayombo
Language into Mother Mufulira College of
14 00 – 15 15 Languages Results in Education
Misconceptions.

SESO -
 The Effectiveness of Using Mangwatu Darius
the Mathematics (Mr.) Eastern
15 20 – 16 20 Laboratory Method Provincial ZAME
Chairperson –
Lusaka
16 20 – 17 30  NEC + PECs Meeting SMT Subject Asst.
Coordinator

DAY TIME ACTIVITY Facilitator Chairperson

 Rapporteur’s Report Day 2 Rapporteurs
08 00 – 08 10

Three  ZJTPG – A Research Directorate of NSC

08 15 – 09 00 Platform Mr. George Chileya SESO –
Southern
24/08/22
 Analysis of Challenges and Dr. Bentry Nkhata,
09 05 – 10 15
Solutions for UNZA and

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 Improving Numeracy Prof. Takuya Baba,
Competence in Zambia Hiroshima
University

10 15 – 10 45 HEALTH BREAK

 The Tree of Mathematics SMIT FELIX (Mr.)

10 45 - 11 45
Matero Girls
Secondary SESO –
Western
 Promoting Higher OrderMasendeke Alvin
1145 – 12 45 (Mr.)
Thinking Skills in the
Classroom National Science
Centre
12 45 – 14 00 LUNCH BREAK

 Shortest Distance Between Dr. Maybin Kabaso

Two Non- Mwense Sec School
14 00 – 15 25 Diametrically Opposite
Points on the Surface of
the Earth: Unorthodox
Formula.

 Improving Methods of Kifita Jackson (Mr.)

Solwezi College of SESO -
15 25 – 16 35 Teaching to Improve the
Education Luapula
Learner Performance in
Mathematics.

 Election Guidelines & SMT Subject Asst.

16 35 – 16 45 proposals. Coordinator

16 45 – 17 30  NEC post day 3 meeting. Chairperson

DAY TIME ACTIVITY Facilitator Chairperson

Four
Day 3 Rapporteurs SESO -
08 00 - 08 10  Rapporteur’s Report.
Copperbelt
25/08/22

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  Language Factor in Dr. Bentry Nkhata,
Diagnosing Learners’ UNZA,
Levels of Numeracy Mr. Arthur Mungalu,
Competence. Charles
Lwanga College of
Education/Hiroshima
08 10 – 09 25
University
& Ms. Doye Chikola,
St Mary’s
College of Education,
Mbala

 Use, Care & Maintenance Directorate

of Specialized Rooms. of NSC Mr.
09 25 – 10 20
Shift
Mweebo
10 20 – 10 30 HEALTH BREAK
10 30 – 11 30  Musonda’s method of Mr. Joseph Musonda
finding shortest distance
and area in triangle.
Mr. Abell J. Tembo SESO –
Author & Teacher of Northern
 Book Writing Skills
11 30 – 12 45 Mathematics &
(Authorship).
Geography at Libala
Sec. Sch.
13 00 – 13 45 LUNCH BREAK
14 00 – 15 00  ZAME Beyond 2022. Dr. Benson
15 00 – 16 00  Dissolution of NEC & Banda Director
conducting of Election. – NSC. SMT Subject
Asst.
 2022 ZAME National Mr. Chileya George Coordinator
16 00 – 16 30
Conference Resolutions. Assistant Director –
R&I at NSC.

Five 05 00 -
DEPARTURE DAY
26/08/22

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 DAY 2, [23rd August, 2022]
The house was called to order at 10 40 hours and proceeded as follows:
The national Anthem: singing of the full National Anthem was done followed by;
Opening Prayer: The prayer was given, for Gods abundant protection and grace.
Welcoming Remarks: were given by the assistant director at national science
center NSC, who appreciated the turn up for the conference. He further appreciated
the local committee for putting things in order to manage hosting the national ZAME
conference. He further called upon the guest of honor acting permanent secretary
(PS) of western province Mr. Lwaanda Richard .
Guest of honor’s remarks: below is the detailed speech by the guest of honor.
LADIES AND GENTLEMEN, I AM PRIVILEGED AND DELIGHTED TO
OFFICIATE AT THIS YEARS ZAMBIA ASSOCIATION FOR MATHEMATICS
EDUCATION NATIONAL CONFERENCE WHOSE THEME IS: “Enhancing
Teacher Professional Growth in SMT Education: Towards Effective SMT
Learning Outcomes” WHOSE MAJOR OBJECTIVE IS TO DEVELOP,
PROMOTE AND SHARE INNOVATIONS AND PRODUCTS THAT IMPROVE
THE QUALITY OF STEM EDUCATION AND CONSEQUENTLY IMPROVE
THE QUALITY OF LIFE.
IT IS GRATIFYING TO SEE HOW WELL ATTENDED THE CONFERENCE IS,
CONSIDERING THE LONG DISTANCES COVERED FROM ALL THE TEN
PROVINCES. THIS SHOWS HOW PASSIONATE YOU ARE ABOUT YOUR
SUBJECT AND YOUR INTENTION TO IMPROVE THE LIVES OF
LEARNERS.
THE THEME OF THIS CONFERENCE IS TIMELY AND THIS SPEECH WILL
BE INCOMPLETE IF I DON’T RECOGNISE THE EFFORTS OF THE
DIRECTOR NATIONAL SCIENCE CENTRE AND HIS TEAM IN GUIDING
THE DISCIPLINE OF MATHEMATICS TO ACHIEVE THE QUALITY OF
STEM EDUCATION.
LADIES AND GENTLEMEN, A MEETING OF THIS MAGNITUDE PROVIDES
A PLATFORM FOR DELEGATES TO SHOW CASE THEIR CREATIVITY,

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INNOVATIONS, RESEARCH SKILLS AND KNOWLEDGE VITAL TO THE
GROWTH OF BOTH EDUCATORS AND LEARNERS.
LADIES AND GENTLEMEN MATHEMATICS HELPS US UNDERSTAND
THE WORLD AND PROVIDES AN EFFECTIVE WAY OF BUILDING THE
MENTAL DISCIPLINE. MATHEMATICS ENCOURAGES LOGICAL
REASONING, CRITICAL THINKING AND PROBLEM-SOLVING ABILITIES
WHICH ARE VERY MUCH NEEDED IN THIS 21ST CENTURY. THESE
ASPECTS OF HUMAN DEVELOPMENT ARE NECESSARY FOR THE
GROWTH OF ANY SOCIETY AND THIS CONFERENCE PROVIDES A
PLATFORM WHERE THEY CAN BE ACQUIRED, SHARED AND
DEVELOPED.
ALLOW ME TO RECOGNISE THE EFFORTS THAT THE ZAMBIAN
GOVERNMENT THROUGH THE MINISTRY OF EDUCATION IS PUTTING
IN TO PROMOTE THIS FIELD OF STUDY. OUR CURRICULUM HERE IN
ZAMBIA PUTS EMPHASISES ON THE NEED FOR STEM EDUCATION AS IT
PROMOTES KNOWLEDGE AND SKILL ACQISITION IN OUR LEARNERS
TO IMPROVE THE PERPETUAL LOW LEARNER ATTAINMENT IN
NATIONAL EXAMINATIONS.
LADIES AND GENTLEMEN, WITH THIS NATIONAL FOCUS, THE THEME
FOR OUR GATHERING BLENDS SO WELL WITH THE NATIONAL VISION
AS IT FOCUSES ON ACHIEVING SUSTAINABLE DEVELOPMENT AS
ENSHRINED IN THE 8TH NATIONAL DEVELOPMENT PLAN WHICH SEEKS
THAT ALL STAKEHOLDERS IN STEM BE PART AND PARCEL OF THE
DRIVERS OF CHANGE IN THE NATION AND HAS ADOPTED AN
INTEGRATED MULTI-SECTORAL APPROACH TO DEVELOPMENT.
THIS IS A MORE PRAGMATIC APPROACH TO THE DEVELOPMENT OF
OUR NATION AND IN ORDER FOR US AS A COUNTRY TO ACHIEVE THIS
WE NEED TO EMBRACE A PARADIGM SHIFT FROM BEING
THEORETICAL TO PRACTICAL AS WE TEACH OUR LEARNERS SO THAT
THEY RELATE THE CLASSROOM ACTIVITIES WITH THE REAL WORLD.

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LADIES AND GENTLEMEN, LET ME REMIND YOU DEAR DELEGATES
NOT TO RELENT IN YOUR DUTIES AS YOU GO BACK, GO AND
IMPLEMENT WHAT YOU WILL LEARN THROUGHOUT THE
PRESENTATIONS AND DELIBERATIONS.
I THEREFORE DECLARE THIS CONFERENCE OFFICIALLY OPEN AND
ENJOY YOUR STAY HERE IN MONGU, ‘THE CAPITAL OF WESTERN
PROVINCE’.
MAY GOD BLESS YOU ALL.

ROLL CALL AND ATTENDANCE

Roll call was conducted by Mr. Masendeke Alvin, he introduced members by
Provinces. Namely Central, Copperbelt, Luapula, Northern, Eastern, Muchinga,
Southern, North-western, Lusaka and Western, all the ten provinces were presented
in good number.
The table below shows the summary of attendance recorded by the end of the
conference.

S/N PROVINCE NUMBER OF PARTICIPANT

1 Central Province 62
2 Copperbelt 100
3 Eastern 26
4 Luapula 51
5 Lusaka 160
6 Muchinga 16
7 Northern 35
8 North - Western 60
9 Southern 60
10 Western 180
TOTAL 750

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 WESTERN PROVINCE ATTENDANCE

S/N DISTRICT NO. OF PARTICIPANTS

1 KAOMA 14
2 KALABO 11
3 MONGU 89
4 MULOBEZI 1
5 LUAMPA 7
6 NKEYEMA 2
7 SIOMA 5
8 LUKULU 4
9 LIMULUNGA 13
10 SESHEKE 5
11 SENANGA 12
12 MITETE 2
13 SIKONGO 4
14 SHANGOMBO 3
15 MWANDI 2
16 NALOLO 6
TOTAL 180

PROGRAMME OVERVIEW AND OBJECTIVES: by Secretary General

ZAME

The secretary general explained theme and objectives of the conference vividly.

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PRESENTATION 1

Title: ANALYSIS OF CHALLENGES AND SOLUTIONS FOR IMPROVING

NUMERACY COMPETENCE IN ZAMBIA.

Presenters: DR. Bentry Nkhata, UNZA, and prof. Takuya Baba, Hiroshima
University
Dr Nkhata explained that, classroom focus on topic definition, example, exercise,

and home work. Is there any other way to intervene in order to raise learning

achievement?. Numeracy competence, composition / decomposition of numbers

count by groups, count forward or backward. Children learn progressively aided by

activities, he continues to say that logical reasoning is not achieved by a correct

answer but by the process used to get the correct answer. is the learner able to see

the structures.

STRENGTHENING IN-SERVICE TEACHER MENTORSHIP AND SUPPORT

THROUGH THE SCHOOL-BASED INSERVICE TEACHER TRAINING APPROACH.

(By Dr nalumbe UNZA)

Dr. Nalube explained the overall project objective: as to strengthen capacity of teachers by
generating and strengthening the use of knowledge of effective teacher mentorship and support
models.

Project rationale: Dr Nalube said teachers are key determinants of quality education, and
observed causes of failures in mathematics by school in-service teacher training approach ; how
competence, perception of mathematics is difficult, unmotivated students nature of mathematics ,
weak foundation from primary level , poor learning environment at home, language barrier ,
curriculum overload , lack of teaching resources and age of student.

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CHALLENGES ENCOUTERED BY MATH TEACHERS.

Challenges faced by math teacher were highlighted, poor enabling environment, parents not
fulfilling their responsibilities, poor performance of mathematics, few mathematics teachers and
lack of CPD.

RECOMMENDATION FOR MENTORSHIP

KEY ADVOCACY AREAS

There is the need to ;

 Employ more mathematics teachers

 Create a positive perception towards mathematics subject
 Link mathematics subject with real life situation

PRESENTATION 2

Title: Linguistic consideration for Mathematically Essential and Learner-friendly TERMS

Presenters: Dr. Bentry Nkhata, UNZA, Ms. Doye Chikola, St Mary’s College of Education,
Mbala and Mr. Arthur Mungalu, Charles Lwanga College of Education/Hiroshima University.

Presenters said language plays an important role in the attainment of mathematics

objectives. The emphasis on solving things structurally and using structure to deal
with counting or operations, continued to say that not to teach language through
mathematics but to use language in teaching of mathematics.

Way forward: Language

• Continued trial and improvement

• Guidelines on use of local language

• Guidelines on ‘translations’

• Research based terms

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Way forward: Classroom practice
• Systematic and system wide CPD

• Seeing things structurally and using structure to deal with counting and the
four operations.

• Consistency in confirming the thinking process leading to an answer (Whether

correct or wrong).

Way forward: Curriculum

• Culturally responsive curriculum (Which is the first day of the week?)

 Use of terms that are mathematically essential and learner friendly terms
especially in the light of use of local language (familiar language or language
of play).

 Not to teach language through mathematics but to use familiar language

(mathematically essential and learner friendly terms – research based) to
communicate mathematically.

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PRESENTATION 3

Title: Learners interpretation of mathematics concepts and language into

mother language results in misconceptions.

Presenter: Sakayombo Joseph

The key emphasis is the use of mother language in the interpretation of mathematics
concepts which results to misconceptions. The interpretation of mathematical
concepts is not meaningful at most times in our mother tongues. Thus learners do
not understand mathematical concepts due to those misconceptions, any skill or
concepts gained in learners home language must be transferred into their second
language.
He continued to explain that Misinterpretation of mathematical words for instance
the word zero, there is a misconception about the number zero. The words used in
the Zambian mother languages for zero (tapali, kunyina paibe, kafwapo) correspond
in meaning to the English word nothing and not to zero. There is a difference
between zero and nothing, zero has a numerical digit whose value is 0 and it is a
number, but nothing is only a concept depicting a void or absence of something
relevant it is not a number.

This marked the end of day 2: the closing prayer was given.

Meeting all Provincial Executive committee members followed. Members were

reminded to submit provincial conference reports to the National Executive
Committee and help the organization of the conference.

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 DAY THREE, [24th August, 2022]
PRESENTATION 1
Presenter: Dr. Mukonda Danny
Title: The impact of Research on Mathematics educators
Introduction
From classroom perspective, research is what we discover in our own classes and schools.
Research is wishing to know something. Einstein, “wishing to know is more important than
knowing.”
Stanley (2017) said “Every mathematical problem contains within itself the seeds of its own
solution but to see you need research.
To research is to view society in a hiden manner. It is only research that helps pupils connects with
the society after leaving school (Ndlovu & Mji 2012).
To research is to replace memorisation with know how (why is it so). Mathematics educators
knowledge of subject matter consisted of memorised facts and procedures (Nkata & Mbewe 2019)
Here are some of the reasons why we do research in mathematics education.
 It helps hear critiques of current methods of teaching and learning of mathematics
 Its expand the existing mathematical body of knowledge
 It providing solutions to different mathematical problems while improving teaching and
learning of mathematics
 It helps us to seek answers to questions bothering on learner motivation, development, and
classroom management.
 To plant the seeds for Mathematical scientific inquiry into the next generation
 To integrates the known knowledge with the unknown mathematics education.
 Mathematics knowledge, gathered through previous research, serves as the foundation to
attaining new knowledge.
 To discover where you have information gaps and what questions to ask in order to solve
close them.
 It helps you approach a mathematics concept with curiosity and a willingness to learn rather
than thinking you have the right answer from the beginning.
The Impact of research to pupils and students of mathematics

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  To discover ways to solve old problems and develop new ways of thinking about the world
around them.
 It helps pupils to become independent and analytical thinkers.
 Research develops students and pupils into becoming more self-sufficient CDC (2013).
 Research helps the knowledge absorbed by the pupils to connect to their knowledge
structure.
 It makes the mathematics problem clearer to pupils.
 Help mathematics students and pupils stand on the shoulders of the giants to see our world
better (Ogbonnaya, 2010).
 To help learners not just to memorised theories but apply them in their real life.
 It gives learners skills to access, criticize, analyse and practically apply knowledge that
help them gain life skills (Marcelo, 2021).
 It helps to link mathematics education to their real life experiences.
Mathematics educators needs to develop their professional careers because of the following
reasons among others:
 The school curriculum keep changing to match the societal’s need so to avoid the
mismatch, there is need to do investment in courses for teachers (Nel, 2015).
 To know why students do not get enough out of their mathematical education, and what
we can do to remedy the situation (Niss, 2007)
 Helps teachers to prepare a program of Teacher Professional Development (TPD) which is
instrument to reform and improve the teachers’s knowledge.
 Helps teachers of mathematics to replace “teaching for exams” with “teaching to
know”(Chawla, 2013).
Cont....

Research helps teachers to know that teaching is not about the teacher filling the heads of pupils
or students but interacting with them to create their own understanding.
It helps teachers have greater confidence to help pupils and students achieve outcomes and
goals.
Substantial updates in the mastery of knowledge and improvements in instructional learning
in the classroom
Cont..

It helps teachers to know both the shortcut method and the true methodology.
For example some teachers just teach the shortcut of getting the inverse but do not explain
the concept of adjoint. If Given
! !

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 A = −24 −410 its inverse is given by A−1 = −14 −410 −24

Research helps preparing professional teachers with knowledge and skills so as to enhance
learner understanding of the subject matter
(Nkata & Mbewe 2019)
Cont..
Reserch will help teachers to know mathematics in many dimensions For example,

x+y=2
2x + 2y = 1

This system has no solution and

x+y=0
2x + 2y = 0

has more that one billion solutions and

x+y=0
2x −y = 1

has only one solution.

The following Some Teachers when the go to colleges and university, they do not engage
themselves in doing reseach but pay other people to do the intire research for them (Marcelo,
2021).
Zambia‘s poor performance of learners in Mathematics maybe due to the outdate teaching
practices and teachers’ lack of basic research knowledge skills of the subject.
More learners who obtain good marks in Mathematics in metric do not choose teaching as a career
and pick it as the last career (Mji & Makgato, 2006).
Cont....
Mathematics teacher education curriculum the way it is structured at colleges and universities
made it very difficult for teachers to confidently and effectively teach secondary school
mathematics topics.
School administrators have not fully supported teachers to engage in research and go for further
studies in their careers but left totally to a teacher’s own responsibiity (Arthur, 2012).

16
Govt should continue supporting teachers and lectures to go for their further studies in mathematics
education inorder to enhence the teaching skils.
Govt and non-govermental organisations should find a better way to fund research in schools and
colleges.
School administrators should find a way to improve research in schools especially on practical
subjects.
Goverment should think of motivating maths and science teachers, especially those who have
upgraded in their careers but still not promoted.
Associations like ZAME,JETS, ZASE and others should form a task force to explore ways of
promoting pupils research and teachers’s CPD in secondary schools and colleges.

Reactions
Participants approved the presentation. Everyone enjoyed the presentation.

PRESENTATION 2
Presenter: Mr. George Chileya
Title: ZJTPG/ZEJSTEM – A Platform for Research and teacher Professional Growth
In his preamble the presenter explained the mandate of the Directorate of NSC:

The Mandate of the NSC include:

1. Contribute to the development and review of science, mathematics and design &
technology education policy
2. Design, develop, produce and maintain SMT teaching and learning models, apparatus and
equipment.
3. Develop SMT pedagogical approaches to ensure effective teaching and learning.
4. Conduct appropriate research on topical issues in SMT.
5. Orient teachers and lecturers on the use of new SMT materials and equipment.
6. Capacity-build teachers and lecturers in the new SMT pedagogical approaches.
7. Promote the teaching and learning of SMT in schools and colleges of education

17
Conference content to be more of research than reports. For all subject associations that are under
National Science Centre the focus of the conferences will now be research oriented.

Question from the presentation

1. Identify your Subject – How many articles

2. Identify your members _ How many article
3. Identify yourself
4. Do you think you/Association can conduct research?
From the responses it was noted that its very true that everyone can do research and it can be done
anywhere. Mathematics articles publication from 2013 to 2021 records a total of 36 articles.

WhatsApp group: Most content that it posted on our fora is non-mathematics about 38%. There is
need for us to improve to focus on mathematics related content in our WhatsApp group as
mathematics educators.

Researchable areas available: Subject Content, Classroom Practice, Lesson Study/CPD, Learner
Assessment/Performance, Curriculum Analysis, TLM Analysis, Book Review, Prof. Conference/
and JETS/PU. These areas were list by the presenter as research areas available in mathematics
education.

In conclusion, the presenters argued all participants to carry out research in mathematics and have
research published.

PRESENTATION 3

Presenter: Mangwatu Darius (Mr.) Provincial ZAME Chairperson – Lusaka

Title: The Effectiveness of Using the Mathematics Laboratory Method
One of the goals of Education is to produce a learner capable of developing an analytical,
innovative, creative and constructive mind (MOE) 2019.

In order to realise that Mathematics plays a critical role in producing a learner of that calibre…

The quest to produce a learner that is critical, creative and analytical in thinking and able to relate
thinking to real life situations lies in the way Mathematics is taught.

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The Mathematics Laboratory Method refers to an approach to teaching and learning of
Mathematics which provides an opportunity to the learners to abstract Mathematical ideas through
their own experiences, that is to relate symbol to reality (Maheshwari 2018).

Poor performance in Mathematics has attracted a lot of interventions such as homework policy,
lesson study, remedial work, CPD among others.

However, despite a number of interventions being put in place performance in Mathematics has
continued to be extremely poor. The failure rate could be attributed in the manner Mathematics is
taught. The lack of mathematics laboratory and Mathematics teacher’s non-use of laboratory
technique in teaching mathematics is one of the major factors that contribute to poor achievement
in mathematics by Secondary School students.

The purpose of the study was to examine the effectiveness of using the Mathematics laboratory
method on Grade 12 Academic performance.

The result revealed that there is a significant difference between the learners taught using the
Mathematics Laboratory method and those taught using teacher centred method. Mathematics
Laboratory method is more effective as compared to the traditional method of teaching
mathematics.

MEASURES

 Government to provide enough mathematics laboratory equipment

 Integration of the Mathematics Laboratory Method into the teaching and learning of
Mathematics
 Include Mathematics Laboratory Method into the curriculum policy framework
 Enhance teacher innovation in colleges and Universities that offer training to Mathematics
Teachers
 The analysis drawn from the pre and post treatment test revealed that pupils who were
taught using the mathematics laboratory method performed better than those who were
taught using the traditional method of teaching
 The Government through the ministry of Education should adopt Mathematics Laboratory
Method in Secondary Schools so as to enhance academic performance of the pupils.

19
  The Government through the Ministry of Education should establish fully equipped
Mathematics Laboratories.
 Teachers of Mathematics must embrace and make use of Mathematics Laboratory because
of its potential to enhance learner performance.

Reactions
Participants appreciated the presentation and also believe that Mathematics Laboratory method is
more effective as compared to the traditional method of teaching mathematics.

PRESENTATION 4
Presenter: SMIT FELIX (Mr.) Matero Girls Secondary
Title: The Tree of Mathematics
Introduction
It is a known fact that many Schools have competent teachers of mathematics who are able to
deliver mathematical concepts and skills to learners in an approach they feel is the best for their
learners to understand and acquire.
The question still remains, why is there low performance rate in mathematics starting at classroom
to School level up to the National level as compared to other subjects?
It is from this background that in the year 2018, The presenter devised an approach that he kept on
improving each year where presentation of mathematics concepts, facts, principles and so on was
concerned.
The presentation highlighted some of the findings that have been consolidated into a whole from
parts that have helped my learners achieve better performance in mathematics and ADMA.
The aim of this study is to show that all topics in mathematics are related to what I call foundational
topics namely; Numeracy, Algebra and Equations. The only differences are names of topics, the
introduction and terminologies used in each topic.
A tree is a tall plant that has a single stem or trunk and branches that support leaves and can live
for a very long time.
Beneath the ground, a tree has a root system that acts as an anchor and stores the water and nutrients
the plant needs to grow.
PARTS OF A TREE
i. Roots- (NUMERACY-ARITHMETICS)
Secure the tree to the ground. While these parts are underground, they help to collect water and
nutrients from the soil to transport up the tree to the other vital parts.

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 ii. Trunk-(ALGEBRA)
The main stem of the plant that connects the roots to the limbs (branches) which supports the
crown of the tree. The trunk also acts as a large pipe that allows for the transportation of water and
nutrients to flow upward towards the leaves from the roots.
iii. Branches- EQUATIONS AND INEQUATIONS
Grow from the trunk (ALGEBRA) of the tree and help the transport water, sugar and nutrients to
the leaves and canopy (crown) of the tree. They also help support the leaves that make up the
canopy (crown).
iv. Leaves- OTHER TOPICS
Grow from the stem which are attached to the branches(EXPRESSIONS/EQUATIONS) to make
up the canopy (Crown- MATHEMATICS) of the tree.
They can be flat or needle-like and are usually green from a substance called Chlorophyll
(DIARGRAMS/SYMBOLISMS), which absorbs light from the sun to give the leaves their color
(NAMES).
A leaf’s sole function is to convert energy from the sun into food (sugar-
CONCEPTS/FACTS/SKILLS), which is also known as photosynthesis (SPECIFIC
OUTCOMES).
v. Canopy (Crown)-HIGHER MATHEMATICS
This is the top part of the tree where the leaves and branches lie, which provides shade for the
roots.
vi. Fruit - UNDERSTANDING OF MATHEMATICS
Can also be known as a seed which helps with the production of new trees. However, some trees
grow edible fruit (food) for animals and humans. Fruit usually grow from a bud or flower on the
stem of a tree near the leaves.
All topics in mathematics have their foundation on manipulations of arithmetic expressions (
whole, fractions, integers) algebra is an extension of arithmetic expressions manipulations.
Equations are a manipulation of two expressions. No equation can be solved completely without
reducing it into a linear equation. Arithmetic manipulations will help in manipulations of algebra
which will in turn help the manipulations of equations. linear equations solving will help solve
quadratic equations. Quadratic equations will help one gain the skill of solving cubic equations.
No topic can be well taught without teaching of expressions, equations successfully. Each topic in
mathematics is a fruit of expressions, and equations well planted, cultivated, manured in the mind

21
of the learner. Therefore, the tree of mathematics can be embraced starting with primary teaching
to senior secondary and the rest of tertially.

PRESENTATION 5
Presenter: Masendeke Alvin (Mr.) National Science Centre
Title: Promoting Higher Order Thinking Skills in the Classroom.

Quote of the session: You can teach a student a lesson for a day; but if you can teach him to learn
by creating curiosity, he will continue the learning process as long as he lives
- Clay P. Bedford

Some of the assumptions for poor results: Over enrolment, too many periods, lack of teaching and
learning materials, nature and calibre of learners, too many teacher volunteers in subjects they are
not trained in etc.
Amidst all these assumptions and authentic factors backed by empirical evidence, what can I do
as an individual to change this picture?

REVELATIONS FROM PAST TRAININGS

 Lack of understanding of the overall vision of education as covered in the preliminary
pages of the syllabi
 Intended vs implemented curriculum = Attained curriculum
 Scope and sequence of topics
 Prior vs pre-requisite knowledge
 Teaching from definition
 Outcomes, knowledge, skills & values
 Understanding the language of instruction (ambiguity, misrepresentation, etc)
 Focus on Assessment vs Focus on Learning
 Activity vs exercise
Vision: Quality, lifelong education for all which is accessible, inclusive and relevant to individual,
national and global needs and value systems.
Rationale:
 Mathematics is an important tool for the development and improvement of a person’s
intellectual competence in logical reasoning, spatial visualization, analysis and abstract
thought.
 When learners have acquired enough knowledge in mathematics they develop numeracy,
reasoning, thinking skill and problem solving skills. Mathematics is very important not
only in science and technology that is vital for the development of the country but also in
everyday life and workplace……………………….
 Mathematics can also be an interesting subject as it can also be a subject of enjoyment and
excitement. This offers learners and students an opportunity for creative work and
moments of joy and pleasure. It is very interesting for students and indeed all learners

22
 when they discover ideas and insights that would help them pursue mathematics even
outside school walls.
How then can we make our teaching meaningful?
The Pedagogical Triangle:
Mathematics is an important tool for the development and improvement of a person’s intellectual
competence in logical reasoning, spatial visualization, analysis and abstract thought.
When learners have acquired enough knowledge in mathematics they develop numeracy,
reasoning, thinking skill and problem solving skills. Mathematics is very important not only in
science and technology that is vital for the development of the country but also in everyday life
and workplace.

Mathematics can also be an interesting subject as it can also be a subject of enjoyment and
excitement. This offers learners and students an opportunity for creative work and moments of joy
and pleasure. It is very interesting for students and indeed all learners when they discover ideas
and insights that would help them pursue mathematics even outside school walls
Mathematical Proficiency:
 Conceptual understanding: comprehension of mathematical concepts, operations, and
relations
 Procedural fluency: skill in carrying out procedures flexibly, accurately, efficiently, and
appropriately
 Strategic competence: ability to formulate, represent, and solve mathematical problems
 Adaptive reasoning: capacity for logical thought, reflection, explanation, and
justification.
 Productive disposition: habitual inclination to see mathematics as sensible, useful, and
worthwhile, coupled with a belief in diligence and one’s own efficacy.

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 Mathematical Processes.

PRESENTATION 6
Presenter: Dr. Maybin Kabaso
Mwense Sec School

Title: Shortest Distance Between Two Non- Diametrically Opposite Points on the Surface of
the Earth: Unorthodox Formula.
Currently, shortest distance is calculated using three steps (Nkhata et al, 1995; Likuji,2013; Katoyo
et al, 2017) .
This paper argues that the three steps are very laborious and pose a challenge to both student’s and
Mathematics Teachers.
This paper notes that the challenge posed by these three steps might have influenced the non-
inclusion of the concept in final examinations since 2004.
Deriving the Formulae
The three steps have been combined to form a single formula. This is because they are interrelated.
This has been done so that a single formula is derived like other concepts under Earth Geometry.
Sine Ratio and Cosine Rule have been used in deriving the two alternative formulae. Thus, this
paper sought to derive formulae for calculating shortest distance between two points that lie in the
same latitude quicker or faster.
Formula for the Shortest Distance between two points that lie in same
latitude by Sine Ratio
𝜃
 Distance along Great Circles = 3600 × 2𝜋R
𝑧
 Shortest Distance= 3600 × 2𝜋𝑅, where z= 2𝑠𝑖𝑛−1 (𝑐𝑜𝑠𝜃𝑠𝑖𝑛𝛼).

24
 𝒔𝒊𝒏−𝟏 (𝒄𝒐𝒔𝜽𝒔𝒊𝒏𝜶)
 Shortest Distance = × 𝝅𝑹.
𝟗𝟎𝟎
−1 (𝑐𝑜𝑠𝜃𝑠𝑖𝑛𝛼)
 Shortest Distance = 2𝑠𝑖𝑛 × 60
= 120𝑠𝑖𝑛−1 (𝑐𝑜𝑠𝜃𝑠𝑖𝑛𝛼)
Conclusion and Recommendations
The derived formulae should be taught to Grade 12 students’ in secondary schools and student
teachers in colleges of education and universities offering mathematics education.
The Examination Council of Zambia item setters and drafters should start setting examination
items on the concept of shortest distance between two points that lie in the same latitude in final
examinations for Mathematics Paper 2.
PRESENTATION 7
Presenter: Kifita Jackson (Mr.) Solwezi College of Education
Title: Improving Methods of Teaching to Improve the Learner Performance in Mathematics.
Poor Performance in mathematics has been a song of the day, year in year out at all levels were
examinations are regarded as a grading criteria for learners to be moved from one level to another.
I.e. at grade 7, 9 and 12 respectively.
Considering the results analysis reports from the examination council of Zambia from the recent
past years, it indicates that even provinces, districts, and or schools that emirates in position one
(1) as heroes still remain casualties in mathematics.
Many Presentations, workshops, seminars, meetings, programs, projects etc. have been conducted
to put in good interventions so as to improve the performance of learners in mathematics. However,
they have proved futile in solving the problem.
Amidst the great need of looking and trying various methods to improve the performance,
Mathematics has been declared an entry qualification in the higher learning institutions, and a
requirement for one to be employed in the civil service.
As a result, mathematics has been turned as a source of income by making it a fertile ground for
GCE victims.
This therefore means, there is great need to improve on the methods commonly used in the teaching
of mathematics if good performance is to be showcased. Hence the necessitation of this
presentation
What are the methods of teaching we teachers, employ when it comes to the teaching of
mathematics? Mostly when inquiring what teaching methods are, such responses as Group
discussion, Teacher exposition, Demonstration, Experimental, The Ahaa Method, Socratic, Brain
Storming and Field trip to mention but a few
What then should we do to improve on these methods so as to attain positive results on learner
performance?

25
  Develop a Positive Attitude about Mathematics.
 Love the subject
 Show enthusiasm and be confident when teaching the subject content
 Know the content
 Be open to learning
 Do’s and Don'ts!!! To Improving methods of Teaching Mathematics.
This can be done in two folds, that’s, by the Teacher and Supervisors.
 Refrain from being an examination oriented teacher.
Do not be “an example” “exercise” presenter.
 Do not be an examination past paper reviser and a recycler of examination past paper
questions
 Use the PPA mode of teaching.
 Be open to learning
 Be approachable
 Take math as simpler as possible
 Create an interaction environment
 Have passion for mathematics etc
 Creation of time for the learners.
 Sacrifice some time without an attachment of a payment
 Create time for pupil to teacher (1 to 1) interaction
 Read between lines to finish up the schemes of work planned

PRESENTATION 8
Presenter: Masendeke Alvin (Mr) Senior Training Officer
Title: Election Guidelines & Proposals
Election guidelines were explained according to the ZAME constitution.
ZAME Membership
8.1 Ordinary Membership shall be open to:
8.1.1. Teachers and other educators of Mathematics as well as related disciplines from Primary,
Basic, Secondary, College and University.
8.1.2. Any other persons interested in Mathematics and related disciplines.
8.1.3. Members of Professional institutions recognized by the National Committee as being
concerned with Mathematics and related disciplines or its application.
8.2. Student Membership shall be open to students at colleges and universities.

8.3. Honorary Membership may be offered to any individual if recommended by the National
Executive Committee and ratified by the Special General Committee of the Association.

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8.4. Life Membership shall be conferred on any Honorary Member who shall be able to subscribe
an annual membership fee ten (10) times that of ordinary member.
8.5. ZAME - Annual National Membership cards with a permanent membership identification
number shall be issued to all affiliated members in all categories and the Association shall maintain
an up to date register for all its national wide membership
Article 12: THE NATIONAL EXECUTIVE COMMITTEE (NATIONAL COMMITTEE)
• There shall be a National Committee of the Association which consists of the following
Executive Members:
a) The National Chairperson
b) The National Vice Chairperson
c) The secretary General
d) The Vice Secretary - Basic and Secondary Schools
e) The Vice secretary Tertiary Institutions
f) The National Treasurer
g) The National Chief Editor
h) Three NEC Committee Members, one of whom shall be the National Chairperson of the
previous year/committee if she/he loses Office
Elections
a) The elections of the National Executive Committee shall take place at the Tri
– Annual General Meeting (TGM) of the Association, and any active
executive member from District or Region, Life or Honorary Member,
Ordinary member from college or University shall be eligible to stand upon
ratification by the electoral board that such a candidate has been active at such
levels for a period not less than two (02) consecutive calendar years.
b) Elections shall be by secret ballot for any post.
c) Any out-going office Bearer shall return his/her office if any member of the
association proposes that he/she returns the sit and the motion is supported by
more than a half majority.
d) Any out-going office bearer shall be eligible for re-election.

27
 e) Each member shall have one vote for each post
f) Election for the National Executive Committee members shall be held at the
annual general Conference/Meeting every after three (03) years of being
elected into office or after being ratified by General Meeting or after
recommendations from the National Committee following any changes that
might have occurred due to resignation, death etc. of the office bearer……..
Proposals for considerations
DNSC would want to make the following proposals for your serious
consideration:
a) Only the National Chairperson, Vice Chairperson, Secretary General,
Treasurer positions to be voted for during this conference pertaining
amendment & refinement of the ZAME constitution
b) All PEC Chairpersons to be in NEC so as to have a well-balanced representation
and assured sponsorship.
Reactions
Participants appreciated the presentation though they were not ready to implement
the proposed amendments. Thus, election were to be held using the current
constitution.

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 DAY 4 [25th August, 2022]

ACTIVITIES
 The prayer was said by a volunteer at 08 15 hours. Thereafter, a report of day three
activities was given.

PRESENTATION 1

Title: BOOKWRITING SKILLS (AUTHORSHIP)

Presenter: TEMBO ABEL

What is Authorship?
Authorship is the state or fact of being the writer of a book, article, or document. In other words,
it is the occupation of writing.

2. What is the difference between a Writer and an Author?

Anyone who writes (including authors) is a writer, but more specifically, an author is someone
whose work has been published and credited (officially) for the same.
General writers can write for someone else and many may never be credited for their work. They
do not bear much responsibility for their work in terms of facts, accountability, references and
sources of information.
An author, on the other hand must be accountable for all aspects of his/her work to ensure that
questions related to the accuracy or integrity of any part of the work are appropriately investigated
and resolved.
Authors make substantial contributions to the conception, design, acquisition, analysis and
interpretation of all the necessary data for their academic or fictional work.
They draft the work, develop manuscripts and revise it critically for important intellectual content
before the final approval of the version to be published.
Authors can work individually or as a team. A good publisher should be able to identify an author
or group of authors responsible for specific parts of a book to be published. As such, both authors
and the publisher must have confidence in the integrity of the contributions of their co-authors.

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3. Types of Writings
There are different types of writings for example: creative writing, blogging, narrative writing,
journalistic, and academic writing.
Each type of writing has its own set of rules
Academic writings main objective is to inform rather than to entertain. It needs to be written in a
language that is appropriate and factual. A very important fact to consider is the knowledge and
background of your audience, in this case pupils.
One needs to be able to back up his/her idea with strong and valid references in academic writing
targeting schools. The key document being the syllabus or government curriculum.
Great academic writers know how to communicate effectively by writing about a particular
subject. They make things easy to understand and give the reader a broader knowledge and
understanding of the subject.
Professionals in all fields, more so teachers, need to have good academic writing skills. Among
these skills are proper communication, adaptability, discipline, organization, research, editing and
time management.
Great authors must pay attention to detail, be good observers, always take mental notes on relevant
‘topical’ changes around them, and above all combine several pieces of information and draw
conclusions.
Why Authorship Matters
 Authorship grants writers credit and entails important academic, social, and financial
implications. It also implies responsibility and accountability for the published work
 Not only can one earn royalties from his/her writing, he/she will be getting paid for doing
something they love.
 Nonetheless, the greatest importance of authorship is the impact one’s writing has in
enhancing the audience/pupil’s understanding of concepts, which may in turn lead to better
grades and a brighter future for our students in general.
Authorship Challenges
 One of the greatest challenges in authorship is originality and plagiarism.
 Plagiarism is the representation of another author's language, thoughts, ideas, or
expressions as one's own original work. It entails presenting someone else's work or ideas

30
 as your own, with or without their consent. This is done by incorporating it into your work
without full acknowledgement.
 All published and unpublished material, whether in manuscript, printed or electronic form
must strive to avoid plagiarism. For instance, quotations must always be identified as such
by the use of either quotation marks or indentation, and with full referencing of the sources
cited.
 It must always be apparent to the reader which parts of the writing are your own
independent work and where you have drawn on someone else’s ideas and language.
 Cutting and pasting from the Internet without clear acknowledgement can lead to costly
and painful legal consequences. Information derived from the Internet must be adequately
referenced and included in the bibliography. It is important to evaluate carefully all
material found on the Internet, as it is less likely to have been through the same process of
scholarly peer review as published sources.
It is important to avoid paraphrasing the work of others by altering a few words/numbers(in case
of mathematics) and changing their order, or by closely following the structure of their argument.
A work is considered plagiarized if you do not give due acknowledgement to the author whose
work you are using.
One must ensure that he/she does not create the misleading impression that the paraphrased
wording or the sequence of ideas in a published work are entirely his/her own.
It is better to write a brief summary of a ‘borrowed author’s overall argument’ in your own words,
indicating that you are doing so, than to paraphrase particular sections of his or her writing.
This will ensure you have a genuine grasp of the argument and will avoid the difficulty of
paraphrasing without plagiarizing. You must also properly attribute all material you derive from
lectures, journals and online sources.
Plagiarism is a breach of academic integrity. It is a principle of intellectual honesty that all
members of the academic community should acknowledge their debt to the originators of the ideas,
words, and data which form the basis for their own work.
Passing off another’s work as your own is not only poor authorship, but also means that you have
failed the integrity test.

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Plagiarism is unethical and can have serious consequences for your future career; it also
undermines the standards of your publisher, academic institution you schooled in and of the
degrees or qualifications you hold.

PRESENTATION 2
Title: The role of counselling in improving mathematics performance
Presenter: Mr Phillip Chongo
 He started by asking for responses from participants on what affects the performance of
learners in Mathematics and some of the responses were, teacher pupil ratio, nature of the
subject and the belief that Mathematics is difficulty. According to the presenter, the
following reasons were outlined; perception, attitudes, parents, community, discipline,
classroom environment, teachers, to mention just a few.
 He defined a teacher as a mentor, motivator, model, innovator, supporter, monitor,
promoter of learning, supervisor, facilitator, leader, molder of life, a hero to the learners,
problem solver, shepherd, agent of change, manager, and transformer. In short, he said that
a teacher is everything,
 He defined counselling as the provision of assistance and guidance to clients.
 Participants were advise to sensitize the public that Mathematics is not only for boys but
for everyone.
 The purpose of counselling is simply to improve personal effectiveness and help
individuals to make changes in their attitudes.
 Trust worthy, justice, self –respect were some of the principles of counselling that were
highlighted.
 Cases that require counselling were outlined and among them were adolescence, career
conflicts and financial challenges, parental conflicts and broken homes, etc.
 Signs that a leaner needed counselling were outlined and some of them were; vulgar
languages, absenteeism, sleeping during lessons, etc
 It is essential to pay attention to the indicators so that learners that need counselling are
identified and helped accordingly.

ADVERT BY DMI UNVRSITY

32
  There was an advert form DMI University and it was mainly about the courses they were
offering.

TEACHING COUNCIL OF ZAMBIA (TCZ)

 There was a brief presentation by the Teaching Council of Zambia and the following was
said;

Functions of TCZ
The council had 14 function but due to time only a few were looked at and among them were;
 Teacher registration
 Regulation of professional conduct of teachers
 Accreditation of colleges of Education
 Promoting continuing professional development

It was announced that TCZ was offering loans at 10% simple interest.
Practitioner and compliance
 All educators must be registered and must have a practicing certificate.
 Promotions, confirmations and retirements of teachers would be based on ones’ registration
status and possession of a valid practicing silence.
 Lastly, the procedure for renewal of practicing certificates was outlined.

PRESENTATION 3
Title: USE, CARE AND MAINTENACE, HARNESSING OF STEM SPECIALLISED
ROOMS
Presenter: MR MWEEBO S.
 The objectives of the presentation was stated and among them was to deepen
understanding of the role of specialized rooms in schools
 In his introduction, he said that there was need to use STEM resources properly in order to
help learners understand the meaning of the concepts properly.
 Design and technology, Home Economics and Hospitality, ICT Laboratory, Mathematics
Laboratory are some of the specialized rooms that were mentioned.
 Mathematics laboratories were not there in schools but resources were kept in departments.

33
  The presenter however expressed disappointment on how teaching and learning materials
were kept in schools. HODs were urged to take care of materials in their respective schools
because they were sourced at expensive prices. Additionally he advised them to take care
of everything in their respective departments, that is, infrastructure, furniture, books and
other teaching and learning materials and ensure the department is clean.

PRESENTATION 4
Title: MUSONDA’S METHOD OF SOLVING SIMULTANEOUS EQUATIONS BY
Presenter: MUSONDA J.
 The presenter said that what led him to discover this formula is poor performance by
leaners on simultaneous equations.
 He highlighted the stages of his formula and give examples on how to solve two variable
system of equations as well as a three variable system of equations. The formula was tested
and it worked.
 During reactions, he was advised to bring out the mathematical principles behind his
formula to help members understands not memorizing.

ZAME BEYOND 2022 (IMAGING MATHEMATICS FOR IMPROVED

UNDERSTANDING) BY DR. BANDA B.
 In his preamble, he said that some of the conferences were cancelled some conferences in
April that same year because there was needed to start doing things differently.
 He was impressed with the kind of presentations made during that conference and directed
that those presentations be published in the ZJTPG journals.
 In the first part of the presentation, he asked each participant to give one reason why their
learners had been perennially failing Mathematics. Among the responses were; blank, I
don’t know, absenteeism, lack of seriousness, attitude towards the subjects, policy of 100%
progression at grade 7, Myths that Mathematics is challenging, negative perception of
mathematics
 All responses were categorized into four categories; 8% were about Curriculum related, 17
% were teacher related, 70% were learner centered, 6% were environmental related and
2% were non-responses.

34
  Thereafter, the Director gave his detailed presentation by giving examples of what he
observed in a certain classroom. After the presentation, the participants were asked to
answer the same question which they answered at the beginning of the presentation, that
is, to state one reason why their learners had been perennially failing Mathematics. The
responses this time showed that the problem was with teachers and not pupils. Teachers
were lacking content wise and were teaching methodologies are concerned.
 Teachers were advised to improve their content knowledge as well as and pedagogies.
 In short, the Director stressed that the Mathematics done in classrooms should be
meaningful and should be applied in real life.

Lunch break was at 14 40 hours.

25TH AUGUST, 2022 – AFTERNOON PROCESSIONS

 Introduction of the Electoral Commission of ZAME (SESOS present)
SESO Mathematics for Southern province was elected CEO of ZAME Electoral committee
 Manifestos
Each contestant was given time to give his or her manifesto within one and half minutes (90
seconds)
Chairperson contestants
i. Mbewe Mathews - Lusaka
ii. Nshimbi Rodrick – Western
Vice Chairperson Contestants
i. Chisanga Charles Mwila – Luapula province
ii. Mainza Phinias – Southern province
iii. Tembo Oliver – North Western province
Secretary contestants
i. Chanda Mutale – Central Province
ii. Chuma Thandiwe Shikubone – Lusaka Province
Treasurer
Moono Hanangala – Copper belt province
Mwamba Gift - Northern province
Positions that were taken unopposed were;

35
 i. Vice secretaries – Primary/Secondary and tertiary
ii. Three committee members
iii. Chief Editor
 The results were as follows

2022 - NATIONAL EXECUTIVE COMMITTEE

NO POSITION NAME SCHOOL PHONE PROVINCE
1. CHAIRPERSON NSHIMBI RODRICK MALENGWA SEC 0972 298034 WESTERN
SCH
2. VICE CHAIRPERSON MAINZA PHINIAS NIKO GIRLS 0967 211441 SOUTHERN
3. SECRETARY GENERAL SHIKUBONI CHUMA ST. FRANCIS & 0977 724420 LUSAKA
THANDIWE CLARE SEC SCH
4. VICE SECRETARY GENERAL – NG’ANDWE KABASO MAILA DAY SEC 0979 850133 EASTERN
PRIMARY & SECONDARY KENNEDY SCH
5. VICE SECRETARY GENERAL – JACKSON KIFITA SOLWEZI 076 2224036 NORTH –
TERTIARY COLLEGE 0979 739031 WESTERN
OF EDUCATION
6. TREASURER MWAMBA GIFT KASAMA BOYS SEC 0955 478002 NORTHERN
SCH 0764/0977 478002
7. CHIEF EDITOR KATITO BIZWELL CHINSALI GIRLS 0977228525 MUCHINGA
8. COMMITTEE MEMBER CHOONGO HEADLAY KASAMA GIRLS SEC 0950863371 NORTHERN
SCH
9. COMMITTEE MEMBER CHIPASHA MWAPE UCZ MWANDI SEC 0963 878433 WESTERN
PATRICK SCH
10. COMMITTEE MEMBER DAVID BANDA TUG ARGAN 0955 650664 COPPERBELT

Only two [2] Spoiled votes were recorded.

SESOs were also able to resolve issues related to elections.

36
CHALLENGES AND SOLUTION
 Accommodation : accomondation scarcity was as a result of Mongu hosting two other
major conference. Thus guest houses were shared by participants for three major
conference. Fortunately, all the ZAME participant place to log from as one of the schools
supplemented on the number of bed spaces .
 Lunch: day 2 was a bit challenging in term of lunch provision. The restaurant available
was unable to provide for all attendants. More restaurant came on body and everyone and
all attendants were supplied according to their orders.
 ZAME Constitution: there is need to amend to constitution for it has a lot of lacunae.
Thus, the new executive committee is tasked to resolve these issues.

CONCLUSION
SESO Mathematics – Western, he gave thanks to all the participants for the stay throughout the
conference. He further thanked all the people who were behind the success of the conference in
terms of organization and presentation. The conference has made history for it is the first one to
be attended by such a huge number since the formation of the association.
He reminded everyone that all presentations were focusing on improving the teaching and learning
of mathematics. The presenters share many important insights and experiences that will be of great
value in the teaching of our subject area.
He further wished those who were to travel back home the next day a safe journey.

PREPARED BY: NAWA NAWA M. VERIFIED: NSHIMBI RODRICK

GENERAL SECRETARY – WESTERN CHAIRPERSON - NATIONAL

37