Effects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuit
dc.contributor.advisor | Kutame, A.P | |
dc.contributor.advisor | Malasi, T. | |
dc.contributor.author | Ndadza, Thivhonali Agnes | |
dc.date.accessioned | 2019-09-03T10:52:06Z | |
dc.date.available | 2019-09-03T10:52:06Z | |
dc.date.issued | 2019 | |
dc.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. | en_US |
dc.description.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. | en_US |
dc.identifier.uri | https://hdl.handle.net/10530/1806 | |
dc.language.iso | en | en_US |
dc.publisher | University of Zululand | en_US |
dc.subject | Teaching and learning | en_US |
dc.subject | Curriculum changes | en_US |
dc.subject | Foundation phase | en_US |
dc.title | Effects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuit | en_US |
dc.type | Thesis | en_US |
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