On Tuesday, 20 August 2024, the University of Johannesburg (UJ) proudly celebrated the professorial inauguration of Professor Kakoma Luneta, a distinguished figure in Mathematics Education. The event was attended by Dr Mpoti Ralephata, UJ’s Chief Operating Officer and Vice-Chancellor Functionary, alongside Professor Nadine Petersen, Executive Dean of the Faculty of Education.
Professor Luneta’s inaugural address, titled “A Critical Perspective on Mathematics Teacher Education and Development in Southern Africa: The Hidden Shortage,” highlighted the longstanding issues within the field. Following his address, Professor Modiba Maropeng, Professor Emeritus in UJ’s Faculty of Education, offered a thoughtful response.
Challenges in mathematics teacher education
Mathematics teacher education and development have been subjects of academic scrutiny for decades. Yet, as Professor Luneta pointed out, progress in this area remains disappointingly stagnant. His forthcoming book, co-authored with Schafer and titled, A Historical Perspective on Mathematics Teacher Education and Development in Africa, examines the curricula of universities and colleges in 12 Sub-Saharan African countries, including Egypt. The analysis reveals that mathematics teacher education is among the most static and under-revised fields, contributing to the under-production of effective, resourceful, and competent mathematics teachers.
The consequences of a hidden shortage
This shortage is particularly concerning as it results in a workforce of inadequately qualified teachers, leading to poor learning outcomes. The impact is significant, as mathematics is critical for accessing careers in STEM and social sciences, both of which offer considerable personal, economic, and societal benefits. There is an urgent need to address the global—and particularly regional—concerns about pathways into mathematically demanding careers and the broader spectrum of mathematical proficiency required in today’s data-driven world.
In his lecture, Professor Luneta reflected on his role as a scientist, educator, and scholar in addressing these challenges. He emphasised the importance of teacher education in Southern Africa, particularly in developing teachers’ conceptual understanding and addressing misconceptions and errors in mathematics instruction. Drawing on his extensive teaching experience, research, and postgraduate supervision across Southern Africa, Professor Luneta highlighted his efforts to enhance mathematics instruction through teacher professional development.
Professor Luneta’s distinguished career
Professor Kakoma Luneta is a National Research Foundation (NRF) rated researcher and a Professor of Mathematics Education in UJ’s Faculty of Education. His research focuses on Mathematics Teacher Education at both secondary and elementary levels, mathematical cognition, and professional development. He has taught mathematics and physics in various countries across Northern and Southern Africa, the UK, and the US. Professor Luneta has supervised 26 doctoral and 22 master’s students from Sub-Saharan Africa, Greece, and South Korea to completion. He has also authored six books and over 100 book chapters and articles in accredited journals.
His international experience is equally notable. He has held visiting professorships at the University of British Columbia in Canada, Bahir Dar University in Ethiopia, and Stanford University in the US. Most recently, he served as a Visiting Professor at the University of Cambridge’s Centre for Neuroscience in Education. Additionally, he is the founder and Editor-in-Chief of the African Journal of Teacher Education and Development (AJOTED).
Professor Luneta’s inaugural lecture underscores his enduring commitment to advancing mathematics teacher education and his pivotal role in addressing the hidden shortage of qualified mathematics teachers in Southern Africa.
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