Implementing mathematics curriculum in primary schools in Botswana: Issues and challenges

Implementing mathematics curriculum in primary schools in Botswana: Issues and challenges

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The study investigated the implementation of the mathematics curriculum in primary schools in Botswana in terms of challenges faced, strategies used for effective curriculum implementation ultrastar dc hc550 as well as the general conception of mathematics as a discipline by teachers.Studies show that the way teachers understand curriculum has an impact on how they participate in its implementation.A sample of 620 teachers selected from both public and private schools was selected using stratified random sampling procedure to participate in the study.

A structured questionnaire that employed a 4-point Likert scale was used for data collection.Data was analysed using One-way ANOVA, Mann-Whitney U-test and HSD Post Hoc procedures.Results of the study showed that primary school teachers face a number of challenges that affect effective implementation of the primary school mathematics curriculum.

Among such challenges include large class sizes, inadequate to poor professional training on mathematics, heavy workloads and a general fear and anxiety towards mathematics as a discipline.Results further showed that because of these challenges which leave them with low confidence levels to teach the subject, teachers tended to use teacher-centered citronella horse shampoo teaching strategies instead of learner-centered strategies thus leading to what is called low epistemic quality of teaching mathematics.It was also shown in the results that teachers from private schools tended to implement the mathematics curriculum better than those in public schools and also that level of education has an influence on how effectively curriculum is implemented while gender does not have an influence.