EVALUATION OF MATHEMATICS CURRICULUM

2544 WORDS

The question, ‘Why Teach Mathematics?’ as put forward by Ernest (2000), is one without a straightforward answer. Ernest (2000) outlines many difficulties which must be overcome if mathematics is to be taught effectively, namely the wide-ranging and complex aims of school mathematics (Ernest 2000, 7). The debate continues to rage in the columns of the broadsheets, as to whether the mathematics teaching in this country is effective and indeed whether or not it meets the needs of an increasingly complex society. Furthermore, as propounded by Ernest (2000), should the learners themselves be allowed to opt in or out of mathematics learning by choice?

The first issue to be discussed is the mathematics curriculum itself. Ernest (2000) recognises four main aims for school mathematics and, therefore, the curriculum:

‘1 To reproduce mathematical skill and knowledge-based capability;

2 To develop creative capabilities in mathematics;

3 To develop empowering mathematical capabilities and a critical appreciation of the social applications and uses of mathematics;

4 To develop an inner appreciation of mathematics – its big ideas and nature’