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UALIMU BORA: Introducing CEMASTEA's Practitioner Journal of Mathematics and Science Teachers

UALIMU BORA: Introducing CEMASTEA's Practitioner Journal of Mathematics and Science Teachers

Published in CEMASTEA News Written by  September 06 2022 font size decrease font size increase font size
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By: Mungai Njoroge, PhD.

The Centre for Mathematics, Science and Technology Education in   Africa (CEMASTEA) has established a Practitioner Journal of Mathematics and Science Teachers (PJM&ST). The PJM&ST is a  publication innovation by the Research and Development department  aimed at publishing reflections from practitioners to inform effective   curriculum implementation and to enhance the learning of STEM concepts by learners at all levels of education.  

Seven peer-reviewed articles are published in Volume 1, Issue 1 of  PJM&ST for the FY 2021/2022. The articles address practice issues in   the education and training sector pertinent to supporting the Social   Pillar of Kenya Vision 2030 and Sustainable Development Goal No.   Four aims to "ensure inclusive and equitable quality education and   promote lifelong learning opportunities for all". The following is a synopsis of the articles in the order of appearance in the publication.

Cover page impression of Volume 1 Issue of the PJM&ST

  1. Expanding Instructional Spaces for Biology: The Role of "Talking Walls" article by Joseph Karanja Thuo emphasizes the role of the teacher in ensuring that students reap maximum benefits from 'Talking walls' in their schools.
  2. Learners' Unique Responses: Can they be used to promote learning? Rahab Chiira & Agnes Mwangi encourages teachers to draw on learners' unique responses and use them to promote learning.
  3. Modelling how to Elicit Learners' Ideas by Grace N. Orado calls on teachers to seek to understand learners' ideas, the thinking behind those ideas, and leverage learning based on those ideas.
  4. Demonstrating the critical angle and total internal reflection using a laser beam by John Kiplimo Chumo shares an experience of designing an Optical Model for use in teaching the content on a critical angle and total internal reflection in physics.
  5. The Magic of "Prerequisite Knowledge" in Meaningful Learner Engagement article by Hilliard Peter Kiwaza Righa reflects personal experiences depicting that prerequisite knowledge is vital if learners are to be fruitfully engaged in lesson activities.
  6. It can be done: Innovative Biology Practical Activities that Learners Can Identify with by Kennedy Kivonya is an appeal to teachers to come up with innovative activities and modify existing ones to make them learner-friendly for teaching Biology concepts.
  7. An Interpretation of Universal Design for Learning and its Application in the Competence-Based Curriculum by Mungai Njoroge shares an interpretation of UDL principles. It gives examples of how to actualize them to support the inclusion of all learners in the learning process.

The publication of Volume 1 Issue 1 of PJM&ST is available on the following:

Plans are in progress to transition the publication of the PJM&ST to the Online Journal System (OJS) platform. Application for an International Standard Serial Number (ISSN) is in progress. Teachers and practitioners in STEM education are invited and encouraged to support PJM&ST by contributing articles in the upcoming Volumes and Issues.

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Journal of Mathematics, Science and Technology Education (JOMSTE)! Are you looking for a journal to publish your work? Click here for more information and Guidelines for Authors.

CEMASTEA’s Practitioner Journal of Mathematics and Science Teachers

CEMASTEA has established a Practitioner Journal of Mathematics and Science Teachers (PJM&ST). Click here to access the journal. The journal is also accessible on CEMASTEA Content Repository using the link: and on the Online Journal System using the link:

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