Abstract
This paper discusses the general ICT challenges in education and poses questions, the attempt of whose answers establish the manner in which e-learning technology could be appropriate for understanding and communicating the structures of mathematics and science. Challenges in understanding mathematics and science arise out of the interaction between these two intertwined yet disparate disciplines. While mathematical proof is established deductively and hence conclusive and not amenable to confutation in a logically possible world, scientific truth is established inductively on probable yet utilitarian grounds in the actual world. While challenges in implementation of the understanding of mathematics and science through technology arise from social and infrastructural issues related to ICT in African environment, the difficulty posed by challenges of communicating the principles of understanding the structure of mathematics and science are not yet insurmountable. An attempt to bring into coherence the mathematical and scientific understanding through e-learning instructional paradigm in quasi-philosophic terms is the main subject of this paper.
Highlights
E-learning, broadly defined is the use of electronic technology to deliver education and training applications, monitor learner’s performance and report learner’s progress
They quickly recognize the utilitarian value of mathematics which comes from the fact that it imposes or detects order in our interpretation of the world
We identify seven modes of categorization of the properties of people’s experiences which structure perception both mathematically and scientifically as discussed by Liebeck (1984) and Graham (1985) in their separate works: Matching Sorting (Classifying) Pairing
Summary
E-learning, broadly defined is the use of electronic technology to deliver education and training applications, monitor learner’s performance and report learner’s progress. Beliefs about how mathematical and scientific language may be used to understand their structural principles have direct influence on the implementation of effective e-learning of the same. This is an area that poses immense challenge as it points to issues that call for methodological revolution that has not been envisaged. The study of the language and structure of disciplines and how to communicate such structure has not taken root in mathematics and scientific research. (e) How does ICT capture the mood of understanding and communicating the structure of mathematics?
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