Open Mathematics School Textbooks and the Potential for Impact
I like the open mathematics textbook project because it brings together several things I care about in my work: the potential for direct and visible social impact at scale, the use of technology I am passionate about, particularly STACK, and the possibility of an initiative developed in a low-resource environment growing into something with global relevance.
This playlist follows the journey of the project, from its origins in Kenya and the challenges of making it a reality, through the open technologies and ideas behind it, to AI, teacher involvement and its potential to contribute to mathematics education much more widely.
If you would like to support the project and help us, and our partners in Kenya, continue this work, you can contribute to our crowdfunding campaign here.
Continuing their reflections on 20 years of research methods support, David and Lily explore multilevel data through examples from agricultural research in West Africa. They discuss how identifying the right levels can help account for variability and reveal important differences that might otherwise be missed.
Continuing their reflections on 20 years of research methods support, David and Lily explore statistical interactions through a striking example from agricultural research in West Africa. They discuss how interactions can reveal the importance of context, and how understanding local practices can challenge research assumptions and lead to more relevant research.
Following the first STACK Conference to be held in Africa, David and Kate reflect on what the event revealed about IDEMS’ vision for open textbooks. They discuss growing interest in adapting the approach across different African contexts, and explore the importance of local ownership, collaboration, and working with existing education systems to bring open resources to scale. They also consider how bringing together experiences from high- and low-resource settings can spark new ideas and create opportunities for innovation that flow in both directions.
Following the International Conference on Teaching Statistics (ICOTS), David and Kate reflect on how IDEMS’ vision for open textbooks was received by the statistics education community. They explore how rapid developments in AI are changing what students need to learn, and why adaptable resources, carefully designed assessment, and meaningful human decision-making are becoming increasingly important. They also discuss the encouraging response from textbook authors, educators, and international organisations, and what this could mean for building a wider community around the open textbook initiative.
David and Mike reflect on a period of change and opportunity for mathematics education in Kenya. They discuss the upcoming launch of a new MSc in Mathematical Innovation, lessons from bringing open textbooks into classrooms, and the importance of putting teachers at the centre of educational innovation. Recorded just before the first STACK Conference to be held in Africa, their conversation also explores how bringing together local stakeholders and an international community could contribute to a more relevant, accessible, and locally grounded approach to mathematics education.
In the final episode of this three-part series reflecting on the International Conference on Teaching Statistics (ICOTS), David and Lily discuss the reception of IDEMS’ open textbook initiative within the statistics education community. They explore how new approaches to adaptation, accreditation, and collaboration could strengthen open educational resources, enabling communities to build on one another’s work while preserving the expertise and contributions of original authors.
In the second of three episodes reflecting on the International Conference on Teaching Statistics (ICOTS), David and Lily discuss the growing influence of AI on statistics education. They reflect on how the community is responding to rapid technological change, and explore why educators should play an active role in shaping AI tools that support responsible, accessible, and equitable learning.
David and Kate discuss the Farm Hack Box and the new possibilities it suggests for community-owned digital infrastructure. While conceived for farming communities, they explore how the same ideas could reshape education and other social impact contexts, enabling local AI, greater digital sovereignty, and technologies that communities can truly own and adapt.
David and Kate examine the idea of digital sovereignty through the lens of communities rather than nation states. Reflecting on recent discussions around AI governance and digital infrastructure, they explore why community ownership, local adaptation, and collaboration may be just as important as national strategies in shaping the future of technology.
Following previous episodes on Kenyan maths textbooks, Santiago and David reflect on the project from IDEMS’ perspective. They discuss the rapid push to complete open Grade 10 mathematics resources, driven by urgent teacher needs under the new curriculum and growing interest from the Kenyan Ministry of Education and CEMASTEA. They outline the core tools: a PreTeXt textbook designed for multiple variants, minimal STACK integration for mastery-focused interactive questions and feedback, and Moodle courses that combine short teacher training with learning-objective-based topic courses and forums for peer exchange and certification.
IDEMS International Community Interest Company (CIC)
Innovations in Development, Education and the Mathematical Sciences
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