Wiskundekurrikulumontwikkeling vir die senior sekondere fase

One possible field for didactical research is mathematics curricula. A study of the afore-mentioned may cast some light upon the following: Currently the problem centred approach to maths education (teaching and learning) has priority in South Africa. A number of possible reasons for this is studied during the research. Any mathematics curriculum Africa ought to take the in post-apartheid South implications of multicultural education in the mathematics classroom into consideration. A number of guidelines for, and recommendations regarding relevant mathematics curriculum content for post-apartheid South Africa could possibly be the result of local and international mathematics curriculum studies. Purposeful integration of these guidelines for curriculum development and content into the 1993 mathematics curriculum for the RSA can possibly contribute to a more relevant, recent and applicable mathematics Africa. curriculum for post-apartheid South. COURSE OF THE RESEARCH: Chapter one: The title, a few terms and concepts concerning the study are discussed in this chapter. An historical survey on curriculum development in mathematics follows to prove the relevance of the study. Primarily this study addresses the problem of developing and presenting a relevant, recent and applicable mathematics curriculum for the senior secondary phase. Chapter two: This chapter mainly stresses the ways and theories of learning in mathematics. These theories can be divided into two groups: those focussing on mathematics as arithmetic and those focussing on concept forming, problem solving and information processing. The concepts meta learning, constructivism, co-operative learning and their influence on the teaching and learning of mathematics are discussed. Chapter three: In this chapter the focus is on the concept mathematics as such. The nature and structure with specific reference to some possible facets of mathematics are discussed. References to the restricted, technical language of mathematics and the problem centred approach elaborate on this concept. The implications of Ethnomathematics in the development of mathematics curricula in the RSA are discussed in detail. Chapter four: A further description of the concepts curriculum and curriculum development follows. Currently there are quite a number of curriculum models. The one currently recommended by curriculists world-wide is a cyclic model consisting of five phases. The role of the community, parents, teachers and other relevant role-players during this process is discussed. One of the facts conclusively stated is that both central and school-based curriculum development are important in post-apartheid South Africa. Chapter five: The situation regarding mathematics curricula in South Africa is described. Among other things guidelines for the presentation of a maths curriculum in post-apartheid South Africa are given. A summary of relevant international curriculum studies follows. In conjunction with this the content of mathematics curricula presently used in South Africa is examined. Chapter six: The results of the study are summarised. Conclusively motivated recommendations are made.Thesis (PhD (Didactics))--University of Pretoria, 1996.Science, Mathematics and Technology EducationPhD (Didactics)Unrestricte