Teachers' experiences of the implementation of the mathematics curriculum and assessment policy statement at the further education and training (FET) phase: Case study
| dc.contributor.author | Dube, Ntombekhaya Vivian | |
| dc.date.accessioned | 2025-06-05T13:30:46Z | |
| dc.date.available | 2025-06-05T13:30:46Z | |
| dc.date.issued | 2016-03-23 | |
| dc.description | Masters Theses | |
| dc.description.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. | |
| dc.identifier.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 | |
| dc.identifier.other | N/A | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/2844 | |
| dc.language.iso | en | |
| dc.publisher | University of Fort Hare | |
| dc.relation.ispartofseries | N/A | |
| dc.subject | SOCIAL SCIENCES::Social sciences::Education | |
| dc.title | Teachers' experiences of the implementation of the mathematics curriculum and assessment policy statement at the further education and training (FET) phase: Case study | |
| dc.title.alternative | N/A |