Attained mathematics curriculum in Zimbabwe primary schools

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Periodical article

Title:	Attained mathematics curriculum in Zimbabwe primary schools
Authors:	Jaji, G. Nyagura, L.M.
Year:	1989
Periodical:	Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:	1
Issue:	2
Period:	July
Pages:	147-160
Language:	English
Geographic terms:	Zimbabwe Southern Africa
Subjects:	mathematics education primary education education mathematics Teachers--Training of
Abstract:	This article presents the results of research on the attained mathematics curriculum in Zimbabwe primary schools conducted in 1981. Aim was to determine the outcomes of mathematics education through the primary school years and to find out the focus of teaching with respect to understanding mathematics and its application to real life situations. The research was carried out among 1869 Form 1 pupils of 9 secondary schools. Five major clusters of topics were tested: number concepts and place value concepts; computations on whole numbers; rational numbers; indices, statistics, graphs; and measurement and geometry. The conclusion is that place value, number line, multiplication and division algorithms, measurement, and fractions and decimals need greater experiential and conceptual development for all pupils. Bibliogr., sum.