Meta-Analysis on the Issues and Reform Dimensions of Primary Mathematics in Pakistan

Abstract

This article aimed to explore the philosophy behind the mathematical content development and assess the problems in the implementation of mathematics curriculum. Mathematics curriculum is circumscribed by content, process and standard, and it cannot be achieved with optimum outcomes if the causal effects attributes are not determined. The relevant personals should be aware of the nature of this subject and the structural and functional requirements that are the most important for achieving the actual demand of this subject. In Pakistan, the stress is only on content mastery, documentations and illogical and inappropriate strategies through which the intended curriculum can hardly be achieved. Reforms must be done in both structure and function in order to achieve the curriculum objectives. This article is an attempt to highlight the structural, functional issues that are the basic hurdles in the attainment of the math curriculum objectives. The critical analyses of the available literature suggested some fundamental reforms towards the improvement of primary mathematics.
 Keywords: Content Knowledge, Pedagogical Knowledge, Standards