This volume is the first text to provide a comprehensive account of the great books across the academic disciplines written by Africans born in the continent and those who became naturalized citizens of African countries. These great books are those that have had a powerful, important or affecting influence on the author of a chapter in this book, as an individual, and on society. The books included here are mostly of the storytelling type and, thus, not representative of most of the academic disciplines. This volume allows each contributor to write a chapter on a discipline showcasing five great books written by African authors. Each selection is appraised and suggestions made by other experts in a discipline, while every chapter entails an introduction to the topic, a conceptual discussion of the discipline, a book-by-book review of the five books, and a conclusion and recommendations for research using the selected books.

New edition of award winning book "Women and Geometry in Southern Africa: Suggestions for Further Research", published by the "Universidade Pedagógica" (Mozambique) in 1995. The original book contains chapters on geometrical ideas embedded in basket weaving, bead work, wall decoration, tattooing, and ceramics. The expanded edition includes a foreword by Sibusiso Moyo (Secretary of the African Mathematical Union Commission on Women in Mathematics in Africa, and Research Director of the Durban University of Technology, South Africa), afterwords by Ubiratan D'Ambrosio (Brazil) and Jens Hoyrup (Denmark), and the papers "Makwe colour inversion, symmetry and patterns" (Northeastern Mozambique) and "Symmetries on mats woven by Yombe women from the area along the Lower Congo." The book contains also a chapter written by Salimo Saide on the geometry of pottery decoration among Yao women (Nyassa Province, Mozambique). (2013, 276 pp.)

This innovative book is a forward-looking reflection on mental decolonisation and the postcolonial turn in Africanist scholarship. As a whole, it provides five decennia-long lucid and empathetic research involvements by seasoned scholars who came to live, in local peoples own ways, significant daily events experienced by communities, professional networks and local experts in various African contexts. The book covers materials drawn from Botswana, Cameroon, the Democratic Republic of Congo, Mozambique, Nigeria, South Africa and Tanzania. Themes include the Whelan Research Academy, rap musicians, political leaders, wise men and women, healers, Sacred Spirit churches, diviners, bards and weavers who are deemed proficient in the classical African geometrical knowledge. As a tribute to late Archie Mafeje who showed real commitment to decolonise social sciences from western-centred modernist development theories, commentators of his work pinpoint how these theories sought to dismiss the active role played by African people in their quest for self-emancipation. One of the central questions addressed by the book concerns the role of an anthropologist and this issue is debated against the background of the academic lecture delivered by Ren Devisch when receiving an honorary doctoral degree at the University of Kinshasa. The lecture triggered critical but constructive comments from such seasoned experts as Valentin Mudimbe and Wim van Binsbergen. They excoriate anthropological knowledge on account that the anthropologist, notwithstanding his or her social and cognitive empathy and intense communication with the host community, too often fails to also question her own world and intellectual habitus from the standpoint of her hosts. Leading anthropologists carry further into great depth the bifocal anthropological endeavour focussing on local peoples re-imagining and re-connecting the local and global. The book is of interest to a wide readership in the humanities, social sciences, philosophy and the history of the African continent and its relation with the North.

This book draws on geometric ideas from cultural activities from Subsaharan Africa to develop mathematical reasoning.

This ground-breaking book investigates how the learning and teaching of mathematics can be improved through integrating the history of mathematics into all aspects of mathematics education: lessons, homework, texts, lectures, projects, assessment, and curricula. It draws upon evidence from the experience of teachers as well as national curricula, textbooks, teacher education practices, and research perspectives across the world. It includes a 300-item annotated bibliography of recent work in the field in eight languages.