Abstract
This paper reports on the challenges confronting a developer of mathematics learning material according to the Revised National Curriculum Statement of South Africa. The material development is based on the approach to learning embodied in Realistic Mathematics Education in the Netherlands. It is a real challenge to realise the learning outcomes and assessment standards in the South African curriculum and simultaneously to explore learners’ informal strategies to come up with their ‘own’ solutions to practical problems and thus to experience mathematics as real, relevant and enjoyable.
Highlights
When a new curriculum is implemented, a clearly spelled out theory of learning should underpin the process
In spelling out the intended outcomes of the Revised National Curriculum Statement (RNCS), Grades R – 9 (Department of Education, 2002), the creators of the new curriculum did in broad terms give a perspective on the theory of learning they endorse
A generic document such as this one cannot be expected to present a detailed theory of learning for a specific subject such as mathematics
Summary
This paper reports on the challenges confronting a developer of mathematics learning material according to the Revised National Curriculum Statement of South Africa. The material development is based on the approach to learning embodied in Realistic Mathematics Education in the Netherlands. It is a real challenge to realise the learning outcomes and assessment standards in the South African curriculum and simultaneously to explore learners’ informal strategies to come up with their ‘own’ solutions to practical problems and to experience mathematics as real, relevant and enjoyable
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