The Competence-Based Advanced Level Mathematics Curriculum: Implications for Students’ Enrolment in one University in Zimbabwe

Abstract

The study set out to examine the relevance of the competence-based Advanced Level mathematics curriculum for entry into university mathematics-related degree programmes. The study adopted a qualitative approach ingrained in the interpretive paradigm which employed a case study design. Four A-Level mathematics teachers, eighteen Lower Sixth and six Upper Sixth mathematics major students were purposively sampled to respond to semi-structured face-to-face interviews and focus group interviews. The study found that the implementation of the competence-based Advanced Level mathematics curriculum was negatively affected by incompetent teachers and supervisors, lack of resources and lack of support from other stakeholders. The study concluded that these impediments impacted negatively on students who aspired to pursue mathematics-related degree programmes at university and that there is a mismatch on the mathematics units in the competence-based Advanced Level mathematics curriculum and university requirements for mathematics-related degree programmes. The study recommends ministerial corroboration fostering university degree programmes requirements to be taught in high school, stakeholder involvement and continuous professional development for mathematics teachers and supervisors.

Secondary mathematics education in South Africa and Zimbabwe: Learning from one another

“…Learners can choose between pure mathematics, statistics, and mechanical mathematics streams. They are also permitted to pursue more than one of these mathematics streams in order to broaden their degree options at universities (Chikusvura et al, 2021). According to Ministry of Primary and Secondary Education (2015d, p.1), pure mathematics stream is intended for "learners who wish to acquire competences in scientifically and technologically based areas required for the national human capital development needs and enterprising activities in the 21 st century."…”

“…If you study mathematical literacy, your career options will be significantly limited because many career pathways do not allow mathematical literacy learners to pursue them (South African Institute of Chartered Accountants, 2018). According to reports in Zimbabwe, universities appear to admit students who studied pure mathematics before those who studied statistics and mechanical mathematics (Chikusvura et al, 2021). Thus, both the South African and Zimbabwean secondary school mathematics education systems face issues with alignment with university programs.…”

“…However, providing adequate methodology and guidance to teachers, the implementation of the newly designed competence-based mathematics curriculum has been hampered by a severe lack of the necessary resources. Zimbabwean mathematics teachers who participated in a recent study by Chikusvura et al (2021) complained about a shortage of fundamental resources such as mathematics textbooks for both teachers and learners. Schools rely on parents to purchase mathematics textbooks, tablets, and laptops for their children in order for them to learn mathematics effectively (Chikusvura et al, 2021).…”

“…Zimbabwean mathematics teachers who participated in a recent study by Chikusvura et al (2021) complained about a shortage of fundamental resources such as mathematics textbooks for both teachers and learners. Schools rely on parents to purchase mathematics textbooks, tablets, and laptops for their children in order for them to learn mathematics effectively (Chikusvura et al, 2021). Given the country's economic situation, few parents are able to get all of the essential resources for their children, and learners and teachers are compelled to share the little resources available.…”

Design Mathematical Activity in Mathematics Classroom: Decimal Number

“…This is supported by Moonsri, Inprasitha, and Changsri (2021) that mathematics teachers need to possess skills in anticipating and interpreting students' ideas and methods of thinking about mathematics. t is necessary to create a high school mathematics curriculum that has a good chance of providing students with the knowledge and skills that are needed to ensure success at university and career lives (James, 2016) in Chikusvura (2021).…”