Shortly after independence in Namibia, the Ministry of Education quickly introduced a new school curriculum to break from the former colonial and apartheid system. The new curriculum included new educational goals, syllabi, text books, teaching approaches and assessment procedures. Teachers faced many challenges in implementing the new curriculum. This study looks at the process of creating and implementing a new mathematics curriculum in basic education, with particular reference to Namibia. It is introduced by a brief history of education in Namibia, together with field observations by the author, made whilst teaching and organising inservice meetings in post-independent Namibia. Syllabus design and implementation, assessment procedures and inservice provision are then considered. Classroom activities using graphics calculators and a Calculator Based Laboratory (CBL) for real data collection are described. The activities provide opportunities for mathematical modelling through problem solving. These teaching approaches have been piloted in Scottish secondary schools. The use of detached technology is particularly relevant to isolated schools in rural areas of Scotland and in developing countries. The potential impact of technology on the role of the teacher and the learner is discussed.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:651711 |
| Date | January 1997 |
| Creators | Grant, F. |
| Publisher | University of Edinburgh |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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