Curriculum Coherence: An analysis of the National Curriculum Statement for Mathematics (NCSM) and the exemplar papers at Further Education and Training (FET) level in South Africa

Mhlolo, Michael Kainose; Venkat, Hamsa

doi:10.1080/10288457.2009.10740649

Cited by 4 publications

(7 citation statements)

References 17 publications

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“…The results of this study again support the findings of Mhlolo (2011) that in addition to PWR, the form of connection in the form of IM also rarely appears compared to the form of mathematical connections in the form of PR, DR, and IOC. Both IM and PWR, only appear once in linear programs instruction.…”

Section: Discussionsupporting

confidence: 87%

“…In the mathematical connection of the form of the PWR, the teacher returns it directly, without giving students the opportunity to relate their knowledge of the concept of parallel lines. The teacher should not tell explicitly and exposing similarities among existing cases; this action can cause the participants not to be too familiar with the knowledge they expect they can make (Mhlolo, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Important findings in a broader study conducted by Mhlolo (2011) on 20 observed subjects show that different representations, procedural connections, and instruction-oriented connections are the categories of mathematical connections that are often carried out from five categories of mathematical connections delivered by Businskas (2008), meanwhile, both part-whole relationships and implications only appear as much as 8% of all learning activities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Then, he can summarise the types of mathematical connections articulated by the teacher. Mhlolo (2011) then adds a table with the code on the model made by Businskas as follows. Rowland, Martyn, Barber, and Heal (2000) give an important finding of teachers' knowledge in learning practices.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study

Jingga¹,

Mardiyana²,

Triyanto³

2019

Journal of Educational and Social Research

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Mathematical connection ability helps students to understand the concepts and the applications of mathematics, in this context, the teacher as an implementer of education has an important role to make a mathematical connection in their instruction. An ethnographic study was conducted to determine the teacher’s ability to make mathematical connections. A certified teacher with 30 years of teaching experience is observed and is interviewed to obtain the data. Data were analysed using thematic analysis. The findings show that the relationship between mathematics and everyday life arises as a mathematical connection in the form of different representations. When the teacher shows that a sentence can be another representation of a mathematical symbol, then those activity is a configuration of mathematical connection representation. In this study, the part-whole relationship is obtained not as a generalization but as a specific example. The relationship between ideas, facts, and concepts in mathematics appears in every construction, however, the process of knowledge construction is only carried out in the form of procedure and implication.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study

Jingga¹,

Mardiyana²,

Triyanto³

2019

Journal of Educational and Social Research

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show abstract

“…Meanwhile, the lack of alignment or coherence among various curriculum elements (e.g. goals, teaching activities, assessment and content) has been associated with difficulty in implementing educational reforms (Mhlolo & Venkat, 2009;Sullanmaa et al, 2019). Thus, it is very important to investigate whether the integration of IBST and NOS is supported at various levels of curricula.…”

Section: Introductionmentioning

confidence: 99%

The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science

Kinyota

2020

International Journal of Science Education

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Although Inquiry-Based Science Teaching (IBST) and the Nature of Science (NOS) are well documented as important aspects of teaching science subjects in schools, little research has been undertaken to understand how these aspects feature in secondary school science curricula in Tanzania. Thus, this study examined the extent to which IBST and NOS are featured in secondary school curriculum documents for science subjects. In addition, the challenges facing the integration of IBST and NOS in science teaching in Tanzanian secondary schools are highlighted. By analysing five curriculum documents and the Basic Education Statistics in Tanzania, the study established that IBST and NOS are neither formally recognised as important aspects of science education, nor given due attention in curriculum documents. Moreover, a lack of coherence among various elements of the curriculum, which can affect the integration of IBST and NOS, was observed. Finally, it was established that several challenges such as larger class sizes, insufficient time allocation and overemphasis on content coverage need to be addressed so that IBST and NOS could be fully integrated into science teaching in Tanzania. The study does not only highlight the theoretical trends related to IBST and NOS, but also discusses their theoretical and practical implications for science teaching.

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The alignment of the Grade 12 physics examination with the CAPS curriculum: (November 2014–March 2018)

Bhaw

Kriek

2020

SAJE

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Curriculum Coherence: An analysis of the National Curriculum Statement for Mathematics (NCSM) and the exemplar papers at Further Education and Training (FET) level in South Africa

Cited by 4 publications

References 17 publications

Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study

Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study

The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science

The alignment of the Grade 12 physics examination with the CAPS curriculum: (November 2014–March 2018)

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