STACKThe 3rd African STACK Conference for Undergraduate Mathematics
M. O. Oyengo, A. M. Seid, M. Sayuni, N. Kiplagat, G. Osang
Abstract
The African STACK Conference for Undergraduate Mathematics was held at Bahir Dar University, Ethiopia, from August 4–8, 2025, bringing together over 50 participants from 11 African countries alongside international collaborators from the UK, Germany, Italy, and the US. Building on earlier collaborations between Ethiopian universities, IDEMS, INNODEMS, and the African STACK community, the conference provided a platform for sharing experiences and innovations in digital assessment using STACK.
Sessions addressed diverse themes, including the introduction and expansion of STACK across African institutions, the development and localization of interactive open digital textbooks, and the integration of STACK into undergraduate teaching and postgraduate training. Case studies showcased applications such as Ethiopia's Exit Exam, remedial and foundational mathematics, Kenya's digital textbook assessments for Grades 7–10, and curriculum integration in Ghana. Key challenges identified included infrastructure limitations, capacity building, and scalability for large student populations.
International contributions, such as pilots at Caltech and multilingual STACK adoption at the University of Trieste, complemented African perspectives and emphasized the importance of collaboration and shared resources, including IDEMS' Open Question Banks and PreTeXt-based open digital textbooks. A central outcome of the conference was the recognition of open, interactive PreTeXt digital textbooks with STACK quizzes as a viable alternative in contexts with underutilized Learning Management Systems. Participants underscored the importance of sustained partnerships, resource sharing, and future collaborative events to accelerate the integration of STACK and foster innovation in mathematics education across Africa.
Context and Motivation
The third African STACK Conference for Undergraduate Mathematics, held at Bahir Dar University in Ethiopia, marked a significant step forward in the continent's engagement with digital assessment. While the first two conferences focused on demonstrating STACK's potential and establishing a leadership network to guide its adoption, this third gathering deepened the conversation by showcasing concrete implementations and institutional experiences from across Africa, as well as potential areas of integration such as Francophone Africa.
The conference built upon a STACK workshop hosted at Bahir Dar two years earlier. Ethiopia's harmonized undergraduate curriculum requires all students to take a Basic Mathematics course, for which STACK practice materials were compiled during the 2023 workshop. However, adoption remained limited, as the requirement to create accounts on the Moodle learning management system presented a barrier. Recent developments, most notably the interoperability of STACK and PreTeXt digital textbooks, a possibility first discussed at the AIM workshop in Kenya in 2024, have created new opportunities to overcome this challenge and expand access.
The conference also highlighted the remarkable growth of STACK in Africa since its introduction in 2019, with over 78 courses now integrated across universities in Kenya, Ethiopia, and Tanzania, and with keen interest from Ghana, Namibia, South Sudan, Cameroon, Botswana, and Somalia. Presentations showcased diverse applications, ranging from entrance and exit examinations to remedial mathematics and large service courses. Discussions also addressed persistent challenges, including scaling for large student populations, infrastructure gaps, and the need for ongoing capacity building.
Importantly, the conference broadened its thematic scope beyond assessment to include interactive PreTeXt digital textbooks, the expansion and review of IDEMS' Open Question Banks, and strategies to sustain high-quality assessment through collaboration. International contributions, particularly from Caltech and other global partners, enriched the dialogue and reinforced Africa's growing role in shaping STACK's global development trajectory.
Daily Proceedings and Discussions
Day 1: Introduction and Setting the Context for Africa
The conference began with participant registration and the creation of user accounts on the IDEMS server, enabling access to hosted courses. In the opening ceremony, university officials welcomed attendees and emphasized STACK's potential to transform STEM education through automated feedback.
The first presentation, by David Stern and Michael Oyengo, traced the history of STACK in Africa, beginning in Kenya and expanding to over 78 courses across five countries. They highlighted the challenges institutions face as opportunities for collaboration, and recognized the contributions of IDEMS, Caltech, and the American Institute of Mathematics in advancing STACK's role in education.
Abdu Mohammed of Bahir Dar University (BDU) shared Ethiopia's experience, recalling the 2019 Maseno University workshop that ignited the STACK integration at BDU. He described Ethiopia's momentum from 2022, when several universities adopted STACK for courses and assessments such as the Exit Exam, Remedial Mathematics, and Basic Mathematics for Natural and Social Sciences, while also noting ongoing challenges.
Mary Sayuni presented on STACK's Open Question Banks, demonstrating how STACK questions function and how educators can use trackers and review tools on the IDEMS server. Nixon closed with a presentation on sustaining quality assessment through collaboration, highlighting the importance of working with lecturers to successfully implement STACK in courses.
Day 2: Open digital Textbooks
The conference began at 8:45 a.m. with Michael Oyengo delivering the first presentation on Digital Open Textbooks for Math Education in Africa. He provided an overview of the motivation behind implementing STACK in Kenya, showcased a sample Kenyan textbook, and highlighted the team's work in developing interactive textbooks for Grades 7, 8, 9, and 10. He also articulated the long term goal of the development of digital books and how that could benefit other African countries.
Carl Ayitey Ayayee-Adade shared Ghana's progress in integrating digital tools into the Standards-Based Curriculum through GHAIDEMS. He highlighted a successful STACK pilot at the University of Ghana and efforts to localize interactive digital textbooks inspired by Kenya.
Georg Osang presented on different ways of delivering STACK content, focusing on the use of interactive textbooks to deliver STACK quizzes. He highlighted the work already done in the Kenyan context and elaborated on what PreTeXt is and its role in developing interactive textbooks.
Yassin, Abdu, and Mebratu presented on the use of STACK for basic math and remedial courses in the context of BDU, explaining how they have implemented it and sharing data on its usage in the courses already integrated.
Day 3: STACK Experience
The opening presentation showcased the University of Dar es Salaam's experience with STACK integration. Notable achievements included successful implementation in courses such as Matrices and Basic Calculus, Calculus and Differential Equations, and Numerical Analysis for Biological and Chemical Sciences. Progress was marked by the expansion of the implementation team from one to three members, increased funding support, and strong departmental commitment. Key challenges included the limited capacity of their Moodle site to handle large student numbers, with future plans focusing on upgrading infrastructure, expanding STACK to engineering courses, and hosting a national workshop.
Elvince from Strathmore University, Kenya, highlighted the growing demand for interactive learning due to rising class sizes. STACK integration was linked to a policy requiring all lecturers to maintain eLearning courses covering units such as Calculus, Linear Algebra, Discrete Mathematics, Mathematics for Tourism, and Business. He emphasized the potential of STACK in simplifying admissions through digital entrance exams, and outlined plans to expand resources, refine question banks, and increase adoption across departments.
Martin Mugochi from the University of Namibia (UNAM) shared their experiences serving 29,000 students across 12 campuses. With service modules like Maths Support and Calculus, UNAM faces challenges including large classes, venue limitations, gaps in students' prior knowledge, and connectivity issues. Responses have included weekly quizzes, mandatory tutorials capped at 40 students, Math Clinics, device provision, and summer schools. STACK has been installed and is expected to roll out into courses in the next academic year.
Juma Zevick, currently pursuing a PhD at the University of Trieste, reflected on his journey from Maseno University, where he studied STACK use in learning. He highlighted differences between African and European contexts, as well as opportunities for improving engagement. His colleague Wastalas presented on using Parsons problems in STACK to support proof learning in linear algebra, addressing challenges in assessing proofs.
Franca Hoffmann from Caltech presented an innovative STACK pilot in the core course Introduction to Methods of Applied Mathematics for the Physical Sciences. The pilot integrated pre-course quizzes, in-class assessments, graded quizzes, and practice exercises, addressing challenges of diverse student backgrounds, content overload, and teaching capacity while aiming to balance broad participation, workplace readiness, and social mobility.
Finally, Chris Sangwin discussed the future of STACK, ongoing improvements, and the expansion of multilingual capabilities, including adoption in Japan. He emphasized advances in equivalence reasoning and the critical role of assessment in shaping how mathematics is taught and learned.
Day 4: Pan African Experiences
The day started with a keynote by Mikechael Oyengo titled “Leading by Adaptation: The African STACK Journey.” He reflected on his academic path from Maseno University to PhD studies in the U.S., noting how early challenges created opportunities. Oyengo emphasized the global adoption of STACK, citing implementations at Trieste and Caltech, and showcased innovations such as digital textbooks integrating PreTeXt and STACK. He stressed extending these tools to Polytechnics and TVETs, introduced the new MSc in Mathematical Innovation that was going to be offered by the Open University of Kenya, and shared updates on the work of INNODEMS and GHAIDEMS, including their ongoing challenges.
Patrice Takam (president of the Cameroon Mathematical Union) presented “Some Online Learning Platforms in Cameroon,” describing the digital learning landscape in Cameroonian universities. He highlighted the reliance on multiple-choice online assessments in most state universities, underscoring the need for more interactive, diverse and advanced assessment tools.
Abebe (University of Botswana) discussed “Usage of LMS at the University of Botswana.” He demonstrated their Moodle-based LMS, used both for course delivery and as a communication tool, while noting challenges such as limited resources, lack of technical expertise, and feedback bias.
Hussein Hassan (Somali National University) spoke on “Higher Education in Somalia: Challenges, Opportunities, and the Importance of STACK Development.” He outlined infrastructure and capacity challenges in Somalia but emphasized the potential of STACK to support the country's digital transformation agenda and strengthen mathematics education.
The session concluded with Atem Bul (University of Juba), who described the integration of STACK into large-enrollment courses such as Basic Mathematics I & II, Calculus, Linear Algebra, and Vector Analysis. He stressed the need to extend STACK to postgraduate courses and highlighted ongoing mathematics initiatives in South Sudan.
In the afternoon, participants split into two parallel workshops: one on Moodle integration, focusing on structuring content for Basic Mathematics for Natural and Social Sciences, and another on PreTeXt training for developing digital textbooks.
Day 5: Reflections and Way forward
The first presentation was delivered by David Stern, who spoke about the link between food and collaboration. He stressed that challenges do not define a person and shared his own journey as a teacher, including the repeated setbacks he faced while trying to bring change in institutions. It was only after re-strategizing by focusing on supporting others within those institutions that he was able to create a meaningful impact. He also discussed the efforts behind developing the textbook and how it positions all who need it to make effective use of its content. The strength in our diversity; our difference can be our strength by each individual contributing.
The next presentation was given by Teshome from Addis Ababa University. He discussed the resources available at their institution and how they are utilized for online learning. He highlighted their initial use of Google Forms and multiple-choice questions for mock exams, noting that STACK would be a more effective tool to integrate into their online learning. As the way forward, he proposed implementing STACK for mathematics in both the social and natural sciences, extending its use to high school mathematics, and forming a team of experts with clear terms of reference (TOR).
Summary of Key Achievements
- Digitizing the Basic Math for Natural Sciences textbook: The conference was an opportunity for INNODEMS interns to work with the Ethiopian math lecturers to digitize their Basic Mathematics for Natural Sciences textbook. The initial work was to implement the manuscripts that were authored in MS word to pretext. Then with the support of IDEMS, STACK questions were incorporated into the textbook. The next phase comprises a thorough review of the digitized textbook to ensure conformity with the curriculum, and an audit of the STACK questions that will need to be authored/improved to ensure sufficient high quality assessment materials within the textbook. The current version of the textbook is available here.
- Basic math for Natural Sciences online course: There was a reorganization of the content for the Basic Mathematics for Natural Sciences course by the teachers of the course from across Ethiopian Universities. The goal was to align the course to the teaching schedule and to create a team of teachers for the course who would work to continually improve the course.
- Memorandum of Understanding between Wollo University, BDU and IDEMS International. For continued collaboration in education, research and development, an MoU between Wollo University, BDU and IDEMS was signed on the 7th of August 2025 in the presence of institution heads from the two universities and the director of IDEMS. The MoU will make it much easier for the three institutions to collaborate and broaden their engagements.
- A team of graduate students devoted to working on the Basic Math textbook and its piloting. This team is composed of three graduate students who as part of their postgraduate research, would support the development and implementation (piloting) of the textbooks.
- The University of Juba and Somalia National University received support in piloting the use of STACK for their teaching and assessment from IDEMS International. IDEMS also committed to support the two universities in developing their academic degree programs and establishing an active online learning environment.The University of Namibia is receiving support to integrate STACK into three courses.
- Strathmore University to use STACK in their Entry test exams
Conclusion and next steps
To build on the momentum generated by the 3rd African STACK Conference for Undergraduate Mathematics, the following next steps were outlined:
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Development of Strategic Plans: Building on the progress made so far, the conference underscored the importance of continuing the digitization of the Basic Mathematics for Natural Sciences textbook and expanding this effort to include Basic Mathematics for Social Sciences. A structured plan will be developed to align these resources with Ethiopia's harmonized undergraduate curriculum, accompanied by clear timelines for piloting and adoption across multiple universities. Key strategic priorities also include the reworking of Moodle courses for large foundational modules, the creation of certification pathways for lecturers trained in STACK integration, and the linkage of data collection from pilot courses to research projects for master's and PhD students in education.
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Expansion and Scaling Efforts: Participants agreed on the need to expand the reach of STACK to new regions, particularly Francophone Africa, Southern Africa, South Sudan, and Somalia. Institutions such as the University of Juba, Somali National University, and the University of Yaoundé were identified as priority partners. Efforts will also focus on scaling STACK usage in large-enrollment courses, entry examinations, and national exit exams, as demonstrated in Ethiopia and Kenya. Technical upgrades, including enhancements to UNAM's server capacity in Namibia, will ensure scalability for large student populations. TVET institutions and polytechnics were also recognized as new frontiers for STACK integration.
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Resource Development and Support: A significant outcome of the conference was the recognition of interactive PreTeXt digital textbooks, with embedded STACK questions, as a viable solution in contexts where the adoption of Learning Management Systems (LMS) remains limited. Development teams, supported by IDEMS and INNODEMS, will continue to expand open digital textbooks, refine question banks, and localize content for various curricula, including those in Kenya, Ghana, and Ethiopia. Review teams composed of lecturers from Ethiopian universities will ensure quality assurance for the textbooks under development. Support structures for educators, such as peer learning groups, online forums, and regional workshops, will be strengthened to sustain momentum and promote the sharing of best practices.
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Continued Collaboration and Partnerships: Sustained collaboration was emphasized as key to the initiative's success. The Memorandum of Understanding signed between Bahir Dar University, Wollo University, and IDEMS International is expected to serve as a model for future regional partnerships. The African STACK community will continue to hold regular meetings, share updates, and co-develop resources. Engagement with policymakers, ministries of education, and funding bodies will be expanded to secure institutional support and financial sustainability. International collaboration will remain essential, with partners such as Caltech, the University of Trieste, and the American Institute of Mathematics contributing expertise and innovation.
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Future Conferences and Events: Building on the success of the current conference, participants stressed the importance of regular conferences and workshops to maintain momentum. Future events will prioritize capacity building, innovative assessment strategies, and the use of STACK in both undergraduate and postgraduate mathematics education. Special attention will be given to cross-regional exchanges to ensure participation from both Anglophone and Francophone Africa. Plans are already underway to explore hosting future conferences in other African regions, with parallel workshops on Moodle integration, PreTeXt textbook authoring, and question bank development forming a central part of these events.
Acknowledgements
We extend our sincere gratitude to all individuals and organizations that contributed to the success of the 3rd African STACK Conference. Special thanks go to our esteemed keynote speakers: Dr. Abdu Mohammed, Dr. David Stern, Prof. Chris Sangwin, Dr. Michael Obiero Oyengo, Prof. Franca Hoffmann, and Prof. Berhanu, for their insightful and thought-provoking contributions.
We also appreciate the organizing efforts of Bahir Dar University (BDU), particularly their provision of conference venue and hotel accommodations for all international participants, as well as their overall logistical support. Our thanks extend to the Department of Mathematics at BDU, along with the invaluable support from IDEMS International, INNODEMS, and the TOPOS Institute.
We are grateful to the participating universities and research institutions from Africa, Europe, and the United States for their valuable input and collaboration.
Finally, we offer our heartfelt thanks to all attendees, presenters, and volunteers for their active engagement and dedication, which played a key role in making this conference a remarkable success.
Appendix 1: Funding organizations
- BDU provided the venue for the conference and hotel accommodation for all international participants.
- California Institute of Technology (Caltech) Provided funding for flights for international African participants.
- IDEMS provided expatriates in integration of STACK and PreTeXt as well as facilitation of the conference.
- INNODEMS Provided two participants who supported participants with learning about STACK, technical support as well as facilitating some of the sessions.
- Topos institute: Provided funding that supported conference meals and refreshments.
Appendix 2: Participants
| Participant | Institution | Country |
|---|---|---|
| David Stern | IDEMS International | United Kingdom |
| Georg Osang | IDEMS International | Germany |
| Michael Obiero | Maseno University | Kenya |
| Mary Sayuni | INNODEMS, Kenya | Kenya |
| Nixson Kiplagat | INNODEMS, Kenya | Kenya |
| Abdu Mohammed | Bahir Dar University | Ethiopia |
| Hunegnaw Dessie | Bahir Dar University | Ethiopia |
| Yeshiwas Mebrat | Bahir Dar University | Ethiopia |
| Atem Bul | University of Juba | South Sudan |
| Bahru Tsegaye Leyew | Addis Ababa University | Ethiopia |
| Zelalem Teshome | Addis Ababa University | Ethiopia |
| Gurju Awgichew | Bahir Dar University | Ethiopia |
| Ruth Geta | Bahir Dar University | Ethiopia |
| Eshetu Haile | Bahir Dar University | Ethiopia |
| Assaye Walelign | Bahir Dar University | Ethiopia |
| Ermias Alemayehu | Bahir Dar University | Ethiopia |
| Jeniberu Tefera Atinafu | Bahir Dar University | Ethiopia |
| Kassanew Gietu Getie | Bahir Dar University | Ethiopia |
| Getachew Adamu | Bahir Dar University | Ethiopia |
| Molalign Adam | Bahir Dar University | Ethiopia |
| Zemachu Tegie | Debark University | Ethiopia |
| Yihenew Mezgebu | Debark University | Ethiopia |
| Gedefaw Mekuriaw | Debre Markos University | Ethiopia |
| Habtamu Getachew | Debre Markos University | Ethiopia |
| Berhanu Belay | Debre Tabor University | Ethiopia |
| Dagnaw Tantie | Debre Tabor University | Ethiopia |
| Abebaw Bizuneh Alemu | Ethiopian Institute of Textile and Fashion Design | Ethiopia |
| Carl Ayayee-Adade | GHAIDEMS | Ghana |
| Deresse Anteneh | Kabridahar University | Ethiopia |
| Alachew Amaneh | Kebri Dehar University | Ethiopia |
| Yassin Tesfaw Abebaw | Mekdela Amba University | Ethiopia |
| Hussein Mohamed Hassan | Somali National University | Somalia |
| Elvice ONGONG'A | Strathmore University | Kenya |
| Abebe Regassa | University of Botswana | Botswana |
| Sufii Mussa | University of Dar es salaam | Tanzania |
| Yibekal walle | University of Gondar | Ethiopia |
| Samuel Abebe Delnessaw | University of Gondar | Ethiopia |
| Martin Mugochi | University of Namibia | Namibia |
| Takam Soh Patrice | University of Yaounde I | Cameroon |
| Anteneh Alemu Ali | Woldia University | Ethiopia |
| Fasil Gidaf | Wollo University | Ethiopia |
| Gerima Tefera | Wollo University | Ethiopia |
| Getinet Worku | Bahir Dar University | Ethiopia |
| Abeba Bogale | Bahir Dar University | Ethiopia |
| Eman Seid | Bahir Dar University | Ethiopia |
| Hanna Goraw | Bahir Dar University | Ethiopia |
| Fitsum E. AHMED | Bahir Dar University | Ethiopia |
| Yohannes Abebaw | Bahir Dar University | Ethiopia |
| Tilahun Mekonnen | Bahir Dar University | Ethiopia |
| Mebratu Fenta | Jimma University | Ethiopia |
| Zenaw Asnake | Wolaita Sodo University | Ethiopia |