The dynamics of coping with policy and practice : mathematics educators' experiences

• Main Authors: Mosala, O.L., Junqueira, K.E.
• Other Authors: Central University of Technology, Free State, Bloemfontein
• Format: Others
• Language: en_US
• Published: Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein 2015
• Subjects: National Curriculum Statement (NCS); Implementation; Mathematics education; Further Education and Training (FET) band; Assessment strategies; Lesson planning
• Online Access: http://hdl.handle.net/11462/636

Published Aticle === This article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employed descriptive data analysis, while the qualitative data was analysed by identifying differences and similarities. The study revealed that educators differed in terms of the problems they encountered with implementing the NCS in Mathematics. They agreed, however, that the implementation was successful and that it contributed to better teaching.