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Published in CEMASTEA News Written by June 07 2024

As we celebrate our Silver Jubilee, we honour the visionary leaders who have guided CEMASTEA to greater heights over the last quarter-century. The Centre has been blessed with remarkable leaders whose devotion, passion, and commitment have helped shape the institution's success and influence. These Kenyan and Japanese leaders dared to dream and envision a future for STEM education in Kenya and Africa. They displayed exceptional foresight, strategic thinking, and unshakable commitment in furthering CEMASTEA's objective and goals, taking sometimes unpopular but brave actions to make their vision a reality. Their transformative leadership paved the way for innovative programs and strategic partnerships that continue to empower teachers and educators, excite students, and catalyze positive change in Kenyan classrooms and across Africa.

Pioneer leaders for the Strengthening of Mathematics, Science in Secondary Education (SMASSE) Project in Kenya included Professor Karega Mutahi, then Permanent Secretary Ministry of Education, Mr Oyaya, then Chief Inspector of Schools (currently referred to Director of Quality Assurance); Mr Bernard Mbugua Njuguna, first Head of INSET Unit (that run the Project) at Kenya Science Teachers College(KSTC); the late Mr Samuel Kibe, a long time Education Consultant for JICA and advisor on STEM education for the SMASSE Project. Directors who have steered CEMASTEA include Mr. Obadiah Maganga, Hon. Mrs Peula Lelei, Mrs Lynette Kisaka, Mrs Cecilia Ngetich, Mr Moses Kawa, and Hon Mr. Stephen M. Njoroge. The Centre also had pioneer staff including the late Ms. July Ominde, Secretary; Ms Jane Marete Senior Administration officer and Mr. Alfred Muriithi, Senior Procurement Officer who made sure that administrative, office and project procurement issues were up to date.

On the Japanese side was the late Mr. Takahiko Sugiyama, first Chief Advisor for the SMASSE Project 1998-2008. Sugiyama oversaw the project spread in Kenya and to 34 countries in Africa with the establishment of SMASE Africa Association.  Others included Prof. Shigekazu Takemura, a dedicated and globally renowned expert of Physics Education and Academic Advisor for the project, Mr. Keiichi Naganuma who succeeded Mr. Sugiyama as Chief Advisor, Atsushi Matachi, Academic Advisor, Hazuki Uchiyama, Science Education Expert and Noriaki Tanaka, Project Coordinator.  Japan also sent numerous short-term experts in mathematics and science. The founding Kenyan counterparts for the SMASE project were; Dr. Marguerite  Khakasa  Miheso-O'Connor ,(Kenyatta University; Prof. Justus O. Inyega, University of Nairobi; the late Simon Kinyua, Regina Ng’anga, and Dr. Waitutu Michael (Kenyatta University).

These leaders’ visionary leadership and staff’s tireless dedication and unwavering commitment to duty laid the foundation for CEMASTEA's success. Their legacy continues to inspire CEMASTEA leadership as it strives to build a brighter and more prosperous future and the pursuit of excellence in STEM education.  Indeed, the current leadership looks upon this rich history and draws inspiration to continue along this path of faith, inspiration, and excellence to impact future generations of educators, learners, for many years to come.

Published in CEMASTEA News Written by June 07 2024

By Makoba Kizito 

Effective teaching is characterized by a child's interest, motivation, and engagement. To do this, teachers must help children learn by having them observe, listen, explore, experiment, and ask questions. For 25 years, CEMASTEA has been training science and mathematics teachers about learner-cantered teaching strategies that inspire, involve, and spark interest in STEM. Throughout this time, however, the Centre has not had programmes that have direct contact with learners other than when they visit the Centre or during classroom-based activities such as lesson observation during research. When learners visit CEMASTEA, they get a chance to experience science and mathematics, and how they are applied in everyday life.  The Centre features a makers-space, innovation math and science rooms, and the state-of-the-art laboratories. The experiences assist learners view mathematics and science from an angle of play and place-based perspectives. However, only a few learners can visit the Centre at a particular time.

Esther Nyambura, ICT department interacting with young STEMists

In an effort to have more learners experience STEM education, ensure equity in light of the positive feedback from the learners and, the steadily growing requests from schools for visits, the Centre started the STEM outreach programme. We coined the slogan: "If all learners cannot come to CEMASTEA, we go to the schools". This is how the concept of the ‘STEM on Wheels’ was born. The goal was to bring STEM experiences right in the contexts of the learners. ‘STEM on Wheels’ brings a mobile STEM lab (bus) to schools, allowing learners and teachers to participate individually and as groups in hands-on activities and experiments. The program is designed to engage learners in STEM subjects and help them develop critical mathematical and science thinking, problem-solving, engineering, and science and mathematical communication skills. The program is run by experienced educators and volunteers who guide learners through the activities as they provide support and encouragement. Learner-driven science experiments, mathematics and science-related activities, robotics, coding, critical thinking, and problem-solving exercises, and Education for Sustainable Development (ESD), are some of the STEM-related activities on offer during the outreaches.

Published in CEMASTEA News Written by June 07 2024

CEMASTEA's professional training programs stand out due to their unique and effective approach of using teachers to train other teachers through a cascade model. This training concept was implemented to secure teacher buy-in and a broader national outreach. County trainers, the lead teachers chosen through a competitive process, play a crucial role in training teachers on behalf of CEMASTEA at the County level.

County Trainers (CTs) are exemplary mathematics and science teachers and critical players in planning and implementing SMASE programmes in the Counties.  Their number depends on the population of STEM teachers in each County but there are about 1,200 County Trainers spread across all 47 counties in Kenya.  Trained at the national level, they implement downstream training at the Counties where they cascade training on Pedagogical Content Knowledge (PCK) and skills to the classroom teachers within their respective counties. Each of the four STEM subjects, Biology, Chemistry, Physics, and Mathematics, is represented. They also assist in the promotion of continuous professional development among STEM teachers by providing mentorship and support. Among these great teachers is a dedicated team called County Trainers Representatives (CTRs), who coordinate other County Trainers for the smooth and seamless implementation of CEMASTEA activities in the counties.   

Several County Trainers have walked the SMASE Project and CEMASTEA journey since its inception.  The majority of those who started this journey as classroom teachers have advanced and now occupy senior positions in the education and public service sectors.. Some County Trainers have advanced in their careers to be school leaders, including Nancy Mwaura, Principal, Queen of Peace Nembu Girls Secondary, Gatundu Kiambu; Scolastica Mbaa Principal, Moyeni Girls Kinango, Kwale; Jane Musungu, Principal, Precious School Kapsambo; Daniel Mwachi, Principal, Vihiga Friends High School among others.  Overall, County Trainers are pivotal in ensuring the success, sustainability, quality and effectiveness of CEMASTEA’s STEM education programmes and contributing to the overall improvement of STEM education in the country.

Published in CEMASTEA News Written by June 07 2024

One of the notable transformations that have taken place simultaneously with the increasing number of programmes at CEMASTEA has been the training infrastructure. The Strengthening of Mathematics and Science in Secondary Education Project (SMASSE, 1998-2003) was initially housed in a residential building at the then Kenya Science Teachers College, House Number 47. During this period, the Project operated as the INSET Unit of Kenya Science Teachers College (KSTC), now a constituent College of the University of Nairobi. As a way of ensuring sustainability of the project, JICA supported the construction of the SMASE Complex at Kenya Science, that housed the Project until it became a regular Ministry of Education program implemented county-wide. With the growth of programmes, a bigger space was necessary, hence the shift to the current offices in Karen under the name CEMASTEA.

While the shift to Karen was exciting due to more space and the upmarket 'Karen address', the place needed improvement, because most of the structures were old while others run down. .Despite this, there was one remarkable and iconic building- the farmhouse, a complex residential building with many rooms and huge verandas.


The old office block housing Biology and Mathematics departments.     The new complex housing the famous Sugiyama Hall, offices

 It was famed to have belonged to the owner of the large coffee garden that   occupied much of the land then. The building became the home of the biology       and mathematics trainers for quite some while. Other buildings were renovated   and turned into training rooms through the assistance of JICA. Most of them are   still in use ten years down the line.

The next phase of infrastructural growth was the development of the ultra-modern training complex. The construction of the complex started in 2012 with a ground-breaking ceremony presided over by the late Hon. Mutula Kilonzo, then Minister for Education. The complex was a culmination of almost fifteen years of fruitful implementation of the SMASSE project and programme by the Kenyan and Japanese governments through JICA. This magnificent half a billion-shilling complex was a donation from the people of Japan through an Overseas Development Aid (ODA) Grant. Finally, the SMASE Programme had a home! The complex consists of relevant STEM training resources namely training rooms and laboratories, offices and conferencing facilities.

Classrooms and laboratories, Bottom; the floating dining hall annex and its ambience.


Published in CEMASTEA News Written by June 07 2024

The Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) was established in 2004 as a public institution under the Ministry of Education. The Centre traces its history to the Strengthening the Mathematics and Science in Secondary Education (SMASSE) Project implemented jointly by the Government of Kenya through the Ministry of Education and Japan through the Japan International Cooperation Agency (JICA). The project targeted improving classroom practices for mathematics and science teachers to upgrade young Kenyans' mathematics and science capabilities. The SMASSE project was housed at the Kenya Science Teachers College (KSTC) from 1998 to 2003, when its operations were moved to the current location at CEMASTEA in Karen. In 2005, Sessional Paper No. 1: Policy Framework on Education and Training recognized the role of CEMASTEA as a fully-fledged institution for In-Service Education and Training (INSET) for mathematics, science, and technology teachers. CEMASTEA activities were captured in the Kenya Education Sector Support Program (KESSP 2005-2010) Investment Program No.17. 

When technical cooperation with JICA ended in 2013, the Government of Kenya continued to fund the implementation of CEMASTEAs programs. Over a period of time, the expansion of CEMASTEA programs necessitated its own space. This necessitated the conversion of the Centre for Research and Technology (CRT) to the Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) in Karen. Japan International Cooperation Agency (JICA) funded the upgrading of CEMASTEA facilities to a modern science complex. His Excellency President Uhuru Kenyatta officially opened the facility in February 2014. Over time, CEMASTEA has developed exceptional competences in planning, coordinating, and implementing Continuous Teacher Professional Development (CTPD) programs. The Centre continues to expand its programmes. It has brought on board Early Childhood Development Education (ECDE) teachers, Junior School (JS) teachers, teacher training colleges, principals, deputy principals, and other education stakeholders in accessing its programmes. In 2022, CEMASTEA was transformed into a State Corporation under the Ministry of Education (MoE) with the mandate of Training and Research. CEMASTEA is set to unveil its fifth generation strategic Plan that envisions leveraging the rich history to steer it to the next level of growth.

The Magic of ASEI-PDSI 

The celebration of the silver jubilee would not be complete without mentioning Activities Student-centred Experiment Improvisation (ASEII) and PDSI, P stands for Plan, D for Do, S for See and I for Improve. CEMASTEA has used ASEI-PDSI as a ‘rallying call’ for a paradigm shift in classroom practice from the then predominant teacher centred ‘talk and chalk’ lessons to a more learner-centred ‘activity filled’ and innovative classroom practices that connect to real-world, real-life scenarios and applications that enable learners to see the practical implications of their learning. ASEI-PDSI is a concept that has defined and continues to headline all CEMASTEA’s Teacher Professional Development (TPD) programmes. CEMASTEA's goal has always been to promote successful classroom practices that emphasize inquiry-based and hands-on learning, the development of critical thinking and problem-solving skills, learner engagement, innovation, and creativity. The ultimate goal is to prepare students for the 21st century by providing cutting-edge STEM lessons and learner experiences.

ASEI-PDSI is a comprehensive approach to teacher development that focuses on skills and methods for planning and delivering a 'good lesson'. Good lessons involve active engagement from students through a range of activities such as practice and drill, problem solving in mathematics, experiments and investigations in science, and application of what they have learned. They emphasize scientific and mathematical process abilities including measurement, observation, recording, and inference. Good lessons also encourage critical thinking and problem resolution by asking thought-provoking questions, exercises, or scenarios. They also develop communication and teamwork skills as students react to questions, participate in conversations, and deliver individual and group presentations. 

CEMASTEA has provided teachers with creative and hands-on training to improve their subject knowledge, instructional strategies and approaches and classroom management abilities. This, in turn, has had a significant impact on increasing student engagement, improving learning outcomes, and cultivating an outstanding culture. Beyond the classroom, ASEI-PDSI has established and nurtured a community of enthusiastic and devoted practitioners, as well as a network of change-makers who are pushing classroom innovation and influencing the future of education in Kenya and across the continent. Indeed, the implementation of ASEI-PDSI has left an indelible impression on the STEM environment. It is therefore appropriate to declare 'Happy Silver Jubilee, ASEI PDSI' and look forward to many more years of empowering educators and changing STEM education.


Published in CEMASTEA News Written by March 01 2024

By Ann Mumbi


Girls are encouraged to take science and mathematics subjects to tap into huge career opportunities in the future.

Speaking during the International celebrations of the International Day of Women and Girls in Science hosted at Tumutumu Girls on Sunday, 11th February 2024, CEMASTEA together with Women in the STEM field appealed to players in the education sector and women in STEM to mentor girls.

Kenya Urban Roads Authority(KURA) Director of planning and development, Eng Jacinta Mwangi said that many girls in Kenya are steering clear of the science careers due to lack of continuous mentorship and lack of support from their parents to pursue sciences. According to her “Many girls are still not getting into these spaces so there is a need for continuous mentorship about the importance of mathematics and science. Even as we are talking to these girls it is also important for parents to be reminded that STEM courses are not a preserve of men,” Eng Jacinta said.

Regional Manager of Zizi Afrique Foundation Dr. Purity Ngina, said that according to the statistics, a lot of careers in the 21st century are in Sciences. “Our projections as a country is that 60 per cent of our workforce will be in STEM and that is why the government is guiding us towards STEM courses and it will be wrong for girls to be left behind,” Dr Ngina said. She urged girls to take up science and mathematics-related careers adding that science subjects will allow them to fit into the competitive job market. “Skills in STEM will play an important role in the jobs of the future. We need to invest this opportunity to ensure young women have the right skills for these jobs,” she noted.

 CEMASTEA CEO, Madam Jacinta L. Akatsa, represented by Madam Beatrice Macharia who coordinates the Special Programme and Student learning at CEMASTEA encouraged more girls to pursue science and mathematics subjects. ‘CEMASTEA’, she said, has a mission to promote STEM education and to promote gender equality in STEM education. In order to achieve this, the Centre has put in place a variety of strategies. Some of the strategies include the STEM outreach programmes in schools and school visits to the Centre.

Learners at Tumu Tumu girls following the discussions

Learners displaying a customised poster during the international day for women and girls in science

Ivy Waithera a form four student at the school said that she had picked three sciences Chemistry, as she wants to take a course in Biotechnology. “I urge my fellow girl to embrace STEM subjects as they have numerous job opportunities to fill the gaps of engineers,” the student added

February 11, International Day of Women and Girls in Science is an annual observance that celebrates the achievements and contributions of women and girls in the fields of Science, Technology, Engineering, and Mathematics (STEM).  This is a day dedicated to promoting gender equality in STEM fields and encouraging more women and girls to pursue careers in science and technology and to break historical barriers and stereotypes in the field. 

Read other published articles on the same:


Published in CEMASTEA News Written by January 19 2024

By Thuo Karanja, Patrick Wanjohi and Winfred Magu

CEMASTEA is a renowned institution dedicated to enhancing the quality of mathematics and science education by providing training, resources, and support to learners, STEM teachers and educators. The overarching focus is improving teaching and teaching methodologies and promoting STEM education. On 27th October 2023, the Centre was honoured to host a delegation of students from Kenyatta University Female Students in Science and Technology Club (KUFESST). The club is composed of girls taking STEM-related courses at Kenyatta University. The team of 27 girls visited the Centre to explore collaborative opportunities and exchange knowledge between the university and CEMASTEA in STEM education, outreach and research.

The visit commenced with a presentation by CEMASTEA, providing an overview of their programs, achievements, and on going activities. To better understand CEMASTEA's programs, best practices and initiatives in STEM education, the students were taken through a hands-on tour of CEMASTEA facilities. They visited the STEM labs, maker spaces and innovation room, where they interacted with teaching and laboratory scientists, performed mathematics and science activities and got a feel of what goes on at CEMASTEA, particularly the learner-centred programmes aimed at making STEM learning engaging and fun. 

There was a session on reflection and networking that allowed the delegation to connect with CEMASTEA staff, fostering relationships for future collaboration. At this point, the CEMASTEA’s CEO, Mrs Jacinta Akatsa, a STEMIST in her own right, being a long-serving biology teacher and published author, gave the ladies an inspiring talk on STEM. She recalled her journey as a student, the gender obstacles she faced, and what good teaching in science and mathematics did to orient her future to what she is today. The delegation tour was organised and coordinated by KUFESST president and vice, Faith Wairimu and Joyce Ochieng, respectively KUFESST President Ms  Wairimugave a powerful expose of what the club does, their outreach programmes and their aspirations. She also pointed out possible areas of mutual interest for joint projects and initiatives in which the two institutions could collaborate. 



KUFESST delegates from Kenyatta University touring CEMASTEA facilities and listening to remarks by the CEO Madam Jacinta Akatsa.

At the end of the visit, when they visited the Centre's tree nursery, the girls had a short tour and talked about education for sustainable development. Mr Patrick Wanjohi and his team delivered the talk on the effects of climate change and good tree-growing practices. Each girl was given a tree as a sign of climate action and a commitment to protect the world from adverse climate change. 

In their feedback on the visit's conclusion, the girls cited it as informative and productive, providing valuable insights into innovative mathematics and science education approaches. They looked forward to furthering our collaboration and contributing to advancing STEM education. There was a need to explore further areas for collaborative research in STEM and motivational outreach tours to students in secondary schools. 

Published in CEMASTEA News Written by January 19 2024

By Martin Mungai

The Kenya Mathematical Olympiad (KMO) 2023, organized jointly by CEMASTEA, the University of Nairobi (UON), and the Centre for Mathematics and Computing (CEMC) from the University of Waterloo, marked a significant milestone in promoting mathematical excellence among Kenyan secondary school students. The competition aimed to identify and nurture mathematical talents, providing a platform for students to showcase their skills and passion for mathematics. The foundation for KMO 2023 was laid with a comprehensive virtual training program for teachers in March 2023 that focused on problem-solving methodologies and building teacher capacity for setting problem-solving questions. A team of mathematics experts from the University of Waterloo, including Prof. Ian Vanderburg and Hon. Wesley Korir, the Director and Strategic Advisor on Africa Initiative to the Director of CEMC, led the training. 

Mrs. Jacinta Akatsa, CEO CEMASTEA, led the organizing team for KMO in Kenya 2023; Prof. Stephen Luketero and Dr James Katende from UON; Martin Mungai, the coordinator of the organizing team; Nancy Nui, dean Mathematics at CEMASTEA; and Mrs Beatrice Macharia, the coordinator of the special programs and student learning and Mary Sichangi Coordinator of Partnerships and Linkages at CEMASTEA. The Olympiad run in three rounds, which resulted in the continuous elimination of learners. The process involved learners doing a test that was collaboratively prepared by collaboratively prepared by CEMC, UON, and CEMASTEA. About 8000 learners participated in the first round, out of which 762 high-performing students emerged, earning their spots in Round II. 

While teachers were in charge of round one, CEMASTEA and UON staff administered and supervised round two. This further narrowed the pool from 762 students to 64, who once again demonstrated exceptional aptitude. They were selected to progress to Round III. Round III was conducted in 22 centres, with students virtually monitored as they tackled the challenging test. CEMASTEA oversaw the meticulous marking process, resulting in the identification of 24 students who exhibited exemplary performance. These students were then invited to the CEMASTEA campus for an intensive residential training program.

Global Appeal and the Road Ahead

From the residential training, six outstanding students were selected to represent Kenya at the International Mathematical Olympiad (IMO) held at the University of Bath in the UK in June. Six other students were also chosen to participate in the Pan African Mathematical Olympiad (PAMO) in South Africa. In comparison, 12 students earned the opportunity to represent the country at the East African Mathematical Olympiad (EAMO) later in the year. The success of KMO 2023 showcased the dedication of students, educators, and organizers to elevate the standards of mathematical education in Kenya. As the echoes of this achievement reverberate, KMO 2024 is already underway, with participants displaying a heightened enthusiasm to test their mettle and contribute to the legacy of mathematical excellence in the nation. The Kenya Mathematical Olympiad continues to inspire aspiring mathematicians, fostering a love for the subject and shaping the future of mathematical education in the country

Students from Pangani Girls, Nairobi during the Kenya mathematics Olympiad competition at Nairobi School

Published in CEMASTEA News Written by January 19 2024

By Mary Sichangi and Ann Mumbi

The Association for the Development of Education in Africa (ADEA) seeks to empower African countries to develop responsive education systems for sustainable development. ADEA achieves these aspirations through thematic-based Inter-Country Quality Nodes (ICQNs) such as the one on Mathematics and Science Education, (ICQN-MSE), a policy dialogue forum for ministers of education that implements programs focused on developing STEM education in African countries.

 Seated from Right to left: Ms Ngina Kairu, Member, CEMASTEA Board of Governors, Mr. Charles Chacha Mwita, Director Policy, Partnership and East Africa Cooperation Affairs, MOE – Kenya; Ms. Cecilia Ochoa, Representative of LEGO Foundation; Mrs. Jacinta L. Akatsa CEO, CEMASTEA; Mr. Albert Nsengiyumva, CEO - ADEA; Dr Pius Mutisya, OGW, Chair, CEMASTEA Board of Governors and Shalini Mahadowa-Reechaye, Mauritius

The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), on behalf of the Ministry of Education [MoE], Kenya, hosts the Secretariat of the Association for Development of Education in Africa’s Inter–Country Quality Node on Mathematics and Science Education (ADEA-ICQN-MSE) since 2014. The Centre in collaboration with ADEA, hosted an international workshop on the status of STEM education in Africa from 18th to 21st September, 2023. The meeting was aimed at harmonising understanding of the status of STEM education in Africa at basic learning based on findings from two studies conducted in primary (2022) and secondary (2020) levels; discuss the proposed Strategic Framework for ADEA’s Inter-Country

Workshop participants included senior ministry of education officials from the headquarters, regions, heads of primary or secondary schools, teacher trainers, teachers of STEM subjects, national curriculum development officers, national examination officers, commissions for science and technology, and quality assurance officers. The delegates were drawn from 17 countries that participated in the two studies. The Secondary study was represented by Botswana, Rwanda, South Africa, Ghana, Kenya, Namibia, Uganda, Angola and Morocco and the Primary study was by Eswatini, Nigeria, Ivory Coast, The Gambia, Kenya, Mauritius, Mozambique, Senegal, Malawi and Rwanda. Other guests included The ADEA Secretariat based in Ivory Coast and The LEGO Foundation.

The opening ceremony was graced by the Principal Secretary (PS), State Department for Basic Education Dr. Belio Kipsang, represented by the CEO-CEMASTEA, Mrs. Jacinta Akatsa. The PS pointed out that it was important to understand the current status of STEM education in Africa. Highlighting the critical role of a robust STEM education curriculum, Dr. Kipsang emphasised the need for investment in building STEM institutions. He informed participants that the Ministry of Education had taken various measures to promote STEM education, including capacity-building programs and the transformation of select secondary schools to model STEM education.

The Chief Guest further emphasised that the action points generated in this workshop had the potential to contribute to the Sustainable Development Goals (SDGs), the Continental Education Strategy for Africa (CESA) 16-25, and the objectives of STEM education. The workshop outcomes will drive substantial progress in STEM education across the continent by aligning regional strategies and fostering increased collaboration.

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International Webinar on Enhancing Integrated STEM Education in Africa

Join CEMASTEA webinar to learn more on Learner-centered practice, Principles of Slow Movement, Innovation & Computational thinking in STEM Education. Click here for more

CEMASTEA Newsletter

The CEMASTEA Info Newsletter Issue 016 is Out!!! With very interesting articled on: 𝐂𝐄𝐌𝐀𝐒𝐓𝐄𝐀 𝐒𝐢𝐥𝐯𝐞𝐫 𝐉𝐮𝐛𝐢𝐥𝐞𝐞 𝐂𝐞𝐥𝐞𝐛𝐫𝐚𝐭𝐢𝐨𝐧𝐬, 𝐓𝐡𝐞 𝐇𝐢𝐬𝐭𝐨𝐫𝐲 𝐨𝐟 𝐂𝐄𝐌𝐀𝐒𝐓𝐄𝐀 and 𝐁𝐨𝐨𝐤 𝐑𝐞𝐯𝐢𝐞𝐰 a𝐦𝐨𝐧𝐠 𝐨𝐭𝐡𝐞𝐫 𝐢𝐧𝐭𝐞𝐫𝐞𝐬𝐭𝐢𝐧𝐠 𝐬𝐭𝐨𝐫𝐢𝐞𝐬. Download a copy and read more. Enjoy the read!


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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