Helping Teachers Teach Mathematics Conference – HTTMC 2026

Helping Teachers Teach Mathematics Conference – HTTMC 2026 Abstracts

Bridging the Gap: Strengthening Africa’s Mathematics Classrooms Through Resilience, Innovation and Hope

Abstracts

Carly Ziniuk

Title: Are Emojis Variables? Bridging the Gap between Visual Representation and Algebra

Abstract:
What if you could instantly hook your students on algebra by using the everyday emojis they already use? Through a series of visual puzzles, you will experience how to use engaging visuals—from seasonal-themed icons to sports pictograms—to help students intuitively grasp complex concepts like equation balancing, linear systems, and simplification. By developing their logical reasoning through these fun tasks first, students build mathematical resilience and naturally transition to using formal equations. Ultimately, they discover with confidence that traditional algebra can be a most efficient problem-solving tool. Plan to leave the session knowing how to quickly create these highly accessible tools for your students. Come learn how to implement these innovative strategies, and let’s help your students even design their own math challenges!

Judith Ann Koeller

Title: A Window from your Math Classroom to the World

Abstract

Try your hand at some mathematical problems with real-world applications, including planning more efficient routes, transmitting photos from space, saving lives through organ donations, and predicting future population numbers. We will see how these connect to high school curriculum topics, including polynomials, factorials and probability.

David Stern:

Title: Beyond bridging the gap. How African Innovation is potentially world leading!

Abstract

This session will present a series of experiences, from at least Ghana, Ethiopia and Niger, highlighting how innovation in the African context has created deep insights with global implications.
The session will then focus on a Kenyan innovation related to supporting teachers in implementing the Mathematics CBC (Competency Based Curriculum).
Finally, the session will conclude by presenting how these African innovations have the potential to become the foundation of human centered AI-Enabled education in world leading ways.

Comfort Mintah

Title: From  “I Can’t”  to “Let Me Try”

Abstract:

Too many students walk into mathematics classrooms already convinced they don’t belong. This talk begins with a simple idea: hope in mathematics starts the moment a learner decides to try. Drawing on work across Africa through HTTMC, CEMC Ghana school visits, and engagement with teachers and students in Ghana, Rwanda, and Kenya, the talk explores what truly shifts classrooms. Not big reforms. Not perfect conditions, but something smaller and more powerful. Because sometimes, the most powerful change starts with one quiet decision: “Let Me Try.”

Jen Nelson: 

Title:  Let’s solve some problems!

Abstract:

At its best, mathematics is all about the art of problem-solving. A good problem offers the opportunity to think carefully and systematically, as well as the chance to exercise creativity in discovering a path to the solution. In this session, we will experience these things for ourselves as we work through several interesting problems that could be used for discussion and enrichment in your classroom. Along the way, we will discuss problem solving tips to share with your students and other resources where you can find more problems to try out in your schools and classrooms.

Angela Tabiri

Title: The Algebra of Assessments: Investigating Isomorphisms in African High School Mathematics Education 

Abstract:

This talk will be an interactive discussion with experiments, focused on using algebraic language to explore structure preserving maps in African mathematics classrooms. Participants will use digital tools and handouts to engage in the experiments. At the end of the session, participants will reflect on the exercises and propose new tools that will prove the proposed isomorphisms.

Joseph Ansong

Title: Rethinking WASSCE Preparation: Improving Outcomes While Promoting Deep Mathematical Understanding

Abstract

Many students who obtain excellent WASSCE Mathematics grades struggle when they transition to university-level mathematics. While they may perform well in examinations, many lack deep conceptual understanding, mathematical reasoning skills, and the ability to solve unfamiliar problems independently. This challenge is often linked to examination-driven teaching approaches that emphasize memorization and procedural mastery over understanding.
This presentation explores how SHS Mathematics teachers can prepare students effectively for WASSCE without sacrificing conceptual understanding. It highlights practical strategies such as teaching concepts before procedures, encouraging mathematical reasoning, using multiple representations, integrating Ghana-specific real-life examples, and fostering independent problem-solving skills.
The talk argues that strong examination performance and deep understanding are not competing goals, but complementary outcomes of effective mathematics teaching. The presentation advocates for a balanced approach that prepares students not only for WASSCE success, but also for meaningful engagement with mathematics beyond secondary school.

Elsie Effah Kaufmann

Title: Enhancing Mathematics Teaching Through Hands-On Modelling and Scale Reasoning

Abstract

This workshop is designed to support mathematics teachers in developing engaging, inquiry-based learning experiences that integrate geometry, measurement, and real-world applications. Participants will explore how hands-on modelling activities can deepen learners’ conceptual understanding and problem-solving skills.
The workshop centres on a task in which participants construct a scaled model of the Sun and Earth using a geometric structure known as a truncated icosahedron. Teachers will examine how this activity promotes connections between geometric properties (faces, edges, and vertices), spatial reasoning, and mathematical accuracy. Participants will also engage in analysing and correcting an incomplete model, promoting critical thinking and investigative skills in the classroom. A key component of the session focuses on scale and proportional reasoning. Teachers will work through calculations that translate real astronomical measurements into manageable classroom models, reinforcing core concepts such as ratio, unit conversion, and estimation. The workshop will highlight strategies for guiding learners to bridge abstract numerical relationships with tangible representations, enhancing both comprehension and retention.
Additionally, the workshop incorporates model-making using simple materials, demonstrating how low-cost, creative resources can transform mathematics lessons into interactive and meaningful experiences. Emphasis will be placed on facilitating learner collaboration, encouraging mathematical discourse, and assessing understanding through practical tasks.
By the end of the workshop, participants will be equipped with:
• Practical approaches to teaching geometry and scale using real-world contexts
• Techniques for integrating hands-on activities into mathematics instruction
• Strategies to promote inquiry, reasoning, and learner engagement
• Adaptable classroom resources aligned with curriculum objectives
This session ultimately aims to empower teachers to move beyond procedural teaching towards dynamic, experiential mathematics classrooms that inspire curiosity and deepen learning.

Bernard O. Bainson

Title: Opportunities of the African Mathematics Classroom

Abstract:

Mathematics Education in the African classroom analogous to many other subject learning has been acted upon by varying transformations over several decades. Examination of these maps present immediate properties including images and kernels portraying the merits and demerits of these changes over the years. This presentation, with the aid of these properties explores strategies, and emerging opportunities that when suitably adapted will make the mathematics classroom in Africa the space for nurturing resilient critical thinkers, innovators, technological, social and economic advancement leaders and the hope of a prevailing continent and the world at large. The role of the teacher in achieving these goals will be purposely highlighted.