Abstract
Public concern about the inadequate mathematics knowledge and skills of
learners in an increasingly technological society has drawn urgent attention to
the mathematical literacy and numeracy competences of learners, particularly
with regards to the demands that will be made on them when they leave the
school system. As an intervention measure, school administrators are resorting
to the adoption of new curriculum materials as a strategy to improve
mathematics learner achievement and influence classroom instruction. As a
possible consequence of Singapore’s exceptionally sound international test
results, the implementation of Singapore Mathematics as an alternative
curriculum has been gaining momentum. In the participating school, the
Singapore mathematics curriculum was chosen based on its sustained excellent
results on the Trends in International Maths and Science Study (TIMSS).
A literature review was undertaken to provide a frame of reference for the
interpretation of findings. Research related to theories of learning and the
nature of mathematics teaching and learning was considered. The research
also reflected on literature findings related to the concept “curriculum” as a
factor that influences classroom practice and the teaching and learning of
mathematics. Additionally, it provided a brief overview of curriculum reform in
Singapore and South Africa. Furthermore, the study compared key features of
the Singapore and South African mathematics curricula in the primary grades,
when learners need to build a strong mathematics foundation. It reflected on
the philosophy, theory and teaching methodologies underpinning the two
curricula; and specifically focused on a comparison of the content frameworks
and core mathematics topics for each strand; and examined the sequencing of
topics and mathematical competencies within a topic.
Data was gathered through an Action Research design involving six foundation
phase teachers. The data collection methods utilised in this study included
classroom observations, lesson study sessions, interviews, and analysis of texts
and documents....
D.Phil. (Childhood Education)