||My specialty is arithmetic and math education in developing countries and in Japan. More than 10 years ago, I was a Japan Overseas Cooperation Volunteer (17-2 science and math teacher) stationed in Zambia. Since then, I have researched math education in Zambia. I have also expanded my research areas to Asian counties, including Nepal and eastern Timor. I have mainly done qualitative studies on children’s readiness and learning achievements, as well as action research and collaborative work with local teachers. Because I have focused on issues in classrooms, I would like to deepen my understanding of Zambian culture and societies and develop my research while considering various factors that would better help with the comprehension of children’s learning experiences.
- Nakawa, N. (2015). Application of Substantial Learning Envronment (SLE) to mathematics classes for grade 5 and 6 in Zambia: Teachers’reflections and development of their teaching, Zambia Journal of Teacher Professional Growth, 3(1), 55-74.
- Nakawa, N. (2015). Zambian teachers’professional discussions in lessonstudy: a case study in mathematics in Central ProvinceOno, Y.(Eds.). International Council on Education for Teaching (ICET) 59th World Assembly – Challenging disparities in education – 59th Yearbook of Teacher Education, 431-439. Naruto, Japan.
- Nakawa, N. (2015). What Fruitful Discussions Do Zambian Teachers Have in Lesson Study? –A Case Study. Beswick, K., Muir, T., & Wells, J. (Eds.). Proceedings of 39th Psychology of Mathematics Education conference, 3, 273-280. Hobart, Australia: PME.