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Title:Curriculum implementation in mathematics classrooms in Zimbabwean secondary schools
Author:Jaji, GailISNI
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs., ills.
Geographic terms:Zimbabwe
Southern Africa
mathematics education
secondary education
Secondary schools
Abstract:This study focuses on some of the forces which shape the implementation of the mathematics curriculum in secondary schools in Zimbabwe. It examines factors which impinge upon the teacher and shape what the teacher does in the classroom. Questionnaires were sent to the mathematics teachers of 157 schools from the Ministry of Education's 1988 listing. The main findings of the study are: 1) Many teachers have difficulty in interpreting the national syllabus; 2) The most popular teaching approaches are question and answer, working from the textbook, and demonstrations by the teacher. Few teachers ever use methods such as audiovisual presentation, working in small groups or field trips; 3) Most teachers find the duration of the class period sufficiently long but indicate that the number of periods a week is insufficient for accomplishing the task; 4) While more than half of the teachers report that the school library is useful in mathematics teaching, one quarter of the teachers indicate that they have no school library; 5) More professional support is needed for secondary school mathematics teachers in the form of seminars and workshops. Bibliogr., sum.