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dc.contributor.advisorMudaly, Vimolan.
dc.creatorMalinga, Mxoleleni Alfred.
dc.date.accessioned2010-10-15T09:13:05Z
dc.date.available2010-10-15T09:13:05Z
dc.date.created2005
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/10413/1367
dc.descriptionThesis (M.Ed.)-University of Kwazulu-Natal, 2005.en_US
dc.description.abstractThe purpose of this study was to establish current difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9 (Senior Phase). Qualitative approach, using questionnaires' as a research tool was employed. The study was conducted from twenty grade 10-mathematics educators in a variety of schools. The questions were based on the current difficulties that educators were experiencing in grade 10 after the new curriculum was implemented in grade 9 in 2002. The research study was undertaken in different schools with different backgrounds in one District; UMgungundlovu of the Kwazulu - Natal Department of Education. These educators were from schools with the following backgrounds: • Rural schools • Township schools • Former White schools • Former Indians/ Coloureds schools The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by grade 10 mathematics educators and the researcher's comments on the findings. The Key Findings of this research study are the following: Grade 10 Mathematics educators complained that they have problems in teaching mathematics in grade 10 learners because: • Methods used in grade 9 are totally different from those they are using in grade 10. • There is no linkage between grade 9 and grade 10-mathematics syllabus. • Educators' lack training and teaching in outcomes - based approaches. • The new curriculum does not prepare learners to do pure mathematics in grade 10. • Learners cannot even work independently, only rely on the constant guidance from the educators and other members of the group. • Learners find it difficult doing individual work and completing homework and other class work. • Many learners drop out in mathematics classes and others even become worst in mathematics. The examinations or assessment (eTAs) which is an exit point from grade 9 to grade 10 have no value for the type of mathematics that is done in grade 10. • Textbooks used in grade 9 have lots of activities and lots and lots of stories and less mathematics. • Textbooks used in grades 8 and 9 are of poor quality and exercises are of pathetic quality. • Educators in grade 10 have to teach grades 8 and 9 work because it was not taught. • No clear focus on content part in grade 9, which form the basics of grade 10 mathematics. • The new curriculum in grade 9 gives emphasis to very few topics. • The level of mathematics that learners are exposed to, in grade 9 is far lower than the one they encounter in grade 10. • No support from parents in terms of doing homework. Finally, the recommendations are made for addressing the difficulties that are experienced by these educators as well as suggestions for further study.
dc.language.isoenen_US
dc.subjectTheses--Education.en_US
dc.subjectCurriculum change--South Africa.en_US
dc.subjectCurriculum planning--South Africa.en_US
dc.subjectTeacher participation in curriculum planning--South Africa.en_US
dc.subjectMathematics--Study and teaching (Secondary)--South Africa.en_US
dc.titleCurrent difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9.en_US
dc.typeThesisen_US


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