Abstract:

There have been radical changes in the South African school curriculum. This paper presents an investigation into current matches and mismatches in mathematics curriculum content at further education and training (FET) schools and teacher training institutions. New Mathematics curriculum content in FET schools poses a challenge that teacher training institutions have to restructure their Mathematics curricula to suit school-based ones. The pace at which these changes occur seems not to be coordinated between the FET and Higher Education (HE) sectors. Significant changes relate to mathematical knowledge and pedagogy. Changes in one of the sectors force the other to recurriculate. The study compares and contrasts current curriculum content from each of the two sectors.

Keywords:

School curriculum, new Mathematics curriculum, FET(Further Education and training, HET(Higher Education and Training), recurriculate curriculum.