Abstract
M.Ed.
The importance of a multicultural curriculum for communities with a multiracial,
ethnic and diverse constititution cannot be overemphasised in a modern approach to
education. In the South African context their exists an urgent need for a mathematics
curriculum which is able to accommodate the specific cultural background of every
individual. The reality of cultural diversity in South Africa emphasises the
importance of the implementation of a multicultural approach to the teaching of
Mathematics.
Mathematics is a social process which constitutes a fundamental part of education. It
remains a dynamic and living cultural product, while remaining part and parcel of the
social construction of a community. The recognition of this reality creates a viable
foundation for a multicultural approach to the teaching of Mathematics. The
Mathematics curriculum can be implemented to emphasise a person's own culture and
to provide information regarding a community, as well as that which is relevant to its
multicultural character.
Pupils represent diverse cultural-, class- and linguistic backgrounds. Other aspects
which have to be considered in the creation of a multicultural curriculum are the
different approaches, points of view and thinking patterns of pupils. In addition to
this, there remains a difference between the levels of education of parents as well as
the premium they place on literacy.
The degree in which multicultural education will realise, however, depends mainly on
the teacher's attitude and classroom skills. The primary aim of this study is to
conduct a research into the different ways in which a teacher can forge a constructive
link with children from diverse ethnic communities, via his/her own perceptions,
educational aims and strategies, usage of language in the classroom, as well as
classroom skills and techniques. Themes and practical examples which also exhibits
multicultural characteristics, are included and can be implemented by the teacher in
his/her own classroom techniques. Teachers have a professional responsibility to remove all elements of prejudice from
the classroom, as well as to acknowledge and respect the diversity of cultures.