Exploring grade eleven mathematics teachers' experiences in implementing the curriculum and assessment policy statement in schools in the Durban area of South Africa.
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Date
2014
Journal Title
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Abstract
I have located my study within the parameters of qualitative research and interpretivist
paradigm, in order to undertake a phenomenological study to explore grade eleven
Mathematics teachers’ experiences in implementing the Curriculum and Assessment Policy
Statement in schools in the Durban area of South Africa.
This study draws on the experiences of four Mathematics teachers, purposefully selected
from schools of varying social environment. These teachers were representative of a rural
school, a Township school, an ex-Indian school and an ex-coloured school.
A focus group discussion was conducted to: determine these teachers’ experiences in
implementing Curriculum and Assessment Policy Statement; understand factors that inform
these experiences; and understand teachers’ views on the effectiveness of the Curriculum and
Assessment Policy Statement.
In order to understand their experiences in their grade eleven Mathematics class, I analysed
the recorded data collected from the focus group discussion and arranged and discussed them
in the following themes: Ownership of the curriculum, Clarity and understanding of the
policy document, Teacher training, Knowledge and skills in teachers, Curriculum material
and resources, and Contextual factors affecting curriculum implementation.
Findings emanating from the analysis of the themes that data have been grouped in reveal a
myriad of lived experiences of these teachers that inform how grade eleven Mathematics
teachers coped with the implementation of curriculum reform.
I have recommended Future Trends to resolve critical conclusions drawn from the themes
which emphasises the teacher as the primary component of curriculum implementation.
Further, I have recommended future areas of research that emanate from this study.
Description
M. Ed. University of KwaZulu-Natal, Durban 2014.
Keywords
Teacher participation in curriculum planning--KwaZulu-Natal--Durban., Mathematics teachers--KwaZulu-Natal--Durban., Curriculum evaluation--KwaZulu-Natal--Durban., Curriculum-based assessment--KwaZulu-Natal--Durban., Curriculum change--KwaZulu-Natal--Durban., Mathematics--Curricula--KwaZulu-Natal--Durban., Theses--Education.