Writing & Research
Ideas & evidence
Long-form thinking on mathematics education, teacher development, learning science, and EdTech in African contexts.
Articles & essays
Why Teacher Development, Not Technology, Is the Real EdTech Solution
The evidence is clear: tool adoption without teacher capacity is inert. A look at what the research says about where to invest in education systems — and why PD almost always wins.
The Numeracy Gap: What the Data Says About Mathematics in Sub-Saharan Africa
A synthesis of PASEC, SACMEQ, and national assessment data — what it reveals about where and when students lose ground in mathematics, and what the patterns suggest for intervention design.
Designing PD Programmes that Actually Change Classroom Practice
Most teacher training does not transfer to the classroom. An evidence-based look at what design features predict classroom transfer — and how to build them in from the start, not add them later.
What Cognitive Load Theory Means for Mathematics Teachers in Large Classes
Cognitive load research is robust and largely unknown in African teacher education. A practical introduction for teachers and PD designers working with classes of 50+ students.
The Promise and Limits of EdTech in Low-Resource Contexts
Technology can accelerate good education and amplify poor education. A critical review of the evidence on EdTech in African school systems — what works, what does not, and what we still do not know.
Research & publications
Formal publications are in progress. In the meantime, the articles above represent the thinking behind the work. If you are reviewing this site for a programme or funding opportunity and need more information, please get in touch directly.