Effects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuit
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Date
2019
Authors
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Journal ISSN
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Publisher
University of Zululand
Abstract
This study investigated the effects of curriculum changes on Mathematics teaching and learning in foundation phase, in Sibasa circuit, in Limpopo province. The study made use of a qualitative approach by means of interviews. Purposive sampling was utilised to select participants for this study. Results show that: policy makers failed to involve different stakeholders before introducing the new curriculum, the department did not regularly convenes workshops, seminars, and conferences and even continued trainings for Mathematics teachers; there is lack of teacher learner support materials that makes changes in curriculum and affects teaching and learning in a negative way.
Description
Dissertation submitted in accordance with the requirements for the Master’s Degree in Education in the Department of Foundation of Education, Faculty of Education at the University of Zululand, 2019.
Keywords
Teaching and learning, Curriculum changes, Foundation phase