This volume presents a catalogue of over 2000 doctoral theses by Africans in all fields of mathematics, including applied mathematics, mathematics education and history of mathematics. The introduction contains information about distribution by country, institutions, period, and by gender, about mathematical density, and mobility of mathematicians. Several appendices are included (female doctorate holders, doctorates in mathematics education, doctorates awarded by African universities to non-Africans, doctoral theses by non-Africans about mathematics in Africa, activities of African mathematicians at the service of their communities). Paulus Gerdes compiled the information in his capacity of Chairman of the African Mathematical Union Commission for the History of Mathematics in Africa (AMUCHMA). The book contains a preface by Mohamed Hassan, President of the African Academy of Sciences (AAS) and Executive Director of the Academy of Sciences for the Developing World (TWAS). (383 pp.)

This is the first comprehensive text on African Mathematics that can be used to address some of the problematic issues in this area. These issues include attitudes, curriculum development, educational change, academic achievement, standardized and other tests, performance factors, student characteristics, cross-cultural differences and studies, literacy, native speakers, social class and differences, equal education, teaching methods, knowledge level, educational guidelines and policies, transitional schools, comparative education, other subjects such as physics and social studies, surveys, talent, educational research, teacher education and qualifications, academic standards, teacher effectiveness, lesson plans and modules, teacher characteristics, instructional materials, program effectiveness, program evaluation, African culture, African history, Black studies, class activities, educational games, number systems, cognitive ability, foreign influence, and fundamental concepts. What unifies the chapters in this book can appear rather banal, but many mathematical insights are so obvious and so fundamental that they are difficult to absorb, appreciate, and express with fresh clarity. Some of the more basic insights are isolated by accounts of investigators who have earned their contemporaries' respect. Winner of the 2012 Cecil B. Currey Book Award.

This volume constitutes an updated version of the bibliography published in 2004 by the African Mathematical Union. The African Studies Association attributed the original edition a 'ÂÂspecial mention'ÂÂ in the 2006 Conover-Porter Award competition. The book contains over 1600 bibliographic entries. The appendices contain additional bibliographic information on (1) mathematicians of the Diaspora, (2) publications by Africans on the history of mathematics outside Africa, (3) time-reckoning and astronomy in African history and cultures, (4) string figures in Africa, (5) examples of books published by African mathematicians, (6) board games in Africa, (7) research inspired by geometric aspects of the 'ÂÂsona'ÂÂ tradition. The book concludes with several indices (subject, country, region, author, ethnographic and linguistic, journal, mathematicians). Professor Jan Persens of the University of the Western Cape (South Africa) and president of the African Mathematical Union (2000-2004) wrote the preface.

Erica N. Walker presents a compelling story of Black mathematical excellence in the United States. Much of the research and discussion about Blacks and mathematics focuses on underachievement; by documenting in detail the experiences of Black mathematicians, this book broadens significantly the knowledge base about mathematically successful African Americans. Beyond Banneker demonstrates how mathematics success is fostered among Blacks by mathematicians, mathematics educators, teachers, parents, and others, a story that has been largely overlooked by the profession and research community. Based on archival research and in-depth interviews with thirty mathematicians, this important and timely book vividly captures important narratives about mathematics teaching and learning in multiple contexts, as well as the unique historical and contemporary settings related to race, opportunity, and excellence that Black mathematicians experience. Walker draws upon these narratives to suggest ways to capitalize on the power and potential of underserved communities to respond to the national imperative for developing math success for new generations of young people.