Effects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuit

dc.contributor.advisorKutame, A.P
dc.contributor.advisorMalasi, T.
dc.contributor.authorNdadza, Thivhonali Agnes
dc.date.accessioned2019-09-03T10:52:06Z
dc.date.available2019-09-03T10:52:06Z
dc.date.issued2019
dc.descriptionDissertation 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.en_US
dc.description.abstractThis 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.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1806
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectTeaching and learningen_US
dc.subjectCurriculum changesen_US
dc.subjectFoundation phaseen_US
dc.titleEffects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuiten_US
dc.typeThesisen_US
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