Understanding connections in the school mathematics curriculum

Abstract

I identify and discuss ways in which different types of connections are described in the South African mathematics National Curriculum Statement and its related documents, particularly at the Further Education and Training (FET) level. I argue that connections are central to the way the discipline of mathematics, its learning outcomes, and assessment standards are conceptualised. The notions of representation and integration are found to be key aspects in understanding connections in mathematics. Using these two notions, I then analyse connections in the National Curriculum Statement and its related documents. Finally, theoretical and practical implications of connections in the curriculum are identified.