This paper examines the character of school mathematics education in Uganda. It focuses on its successes, failures and its
history. The methodology involved analyzing Ugandan curriculum documents and teaching resources. The analysis is through a
comparative and post-colonial approach. The analysis reveals that Ugandan mathematics education is largely not influenced by
recent international reforms; it purely essentialist; and it focuses on the gifted and students. To be sure this study is relevant for
curriculum development in developing countries. From a post-colonial perspective the study is relevant to mathematics education
of indigenous and marginalized populations in developed countries.
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