Curriculum implementation in sixth form mathematics classes in Zimbabwe

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Periodical article

Title:	Curriculum implementation in sixth form mathematics classes in Zimbabwe
Author:	Jaji, Gail
Year:	1994
Periodical:	Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:	6
Issue:	1
Period:	March
Pages:	69-88
Language:	English
Notes:	biblio. refs.
Geographic terms:	Zimbabwe Southern Africa
Subjects:	curriculum mathematics education education mathematics Teaching
Abstract:	This study examines the implementation of the sixth form mathematics curriculum in Zimbabwe in terms of perceived difficulty for the average student, reported knowledge of topic by teacher, ease of teaching, student enjoyment of topic, median class periods spent, manner of presentation of formulas or theorems, and level of mastery expected of the students. Data came from a questionnaire survey carried out in 1989. Response was low (34 percent). The results indicate that in terms of their own reported knowledge, depth of coverage and mastery demanded, most sixth form teachers who responded seem to be implementing the curriculum in a form which is in line with that intended. Of greatest concern is the number of key topics which are reported to be not taught by 20 to 40 percent of the teachers in question. Bibliogr., sum.