Teachers' experiences of the implementation of the mathematics curriculum and assessment policy statement at the further education and training (FET) phase: Case study
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Date
2016-03-23
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University of Fort Hare
Abstract
South Africa is amongst many countries that experience curriculum problems. The Curriculum and Assessment Policy Statement (CAPS) represents a shift from the traditional way of
teaching and learning to a more interactive approach. In this new way of teaching, teachers seem to be lost and apply teaching in the way that suits them. Teachers are required to
implement curriculum changes and become re-skilled through qualification interventions, but it is questionable whether the challenges that the teachers themselves perceive as important are taken into consideration. The purpose of the study was to investigate experiences of the teachers on the implementation of the Mathematics Curriculum and Assessment Policy Statement (CAPS) curriculum. This hermeneutic study employed an interpretive and constructivist paradigm.
Description
Masters Theses
Keywords
SOCIAL SCIENCES::Social sciences::Education
Citation
Dube,N.V.(2016).Teachers' experiences of the implementation of the mathematics curriculum and assessment policy statement at the further education and training (FET) phase: Case study.Alice: University of Fort Hare