Abstract:
This research has established that the rural communities regard mathematics as an important subject that can play a role in developing them socio-economically. The project has revealed that the parents and teachers in the rural areas, together with former mathematics students concur on the value of mathematics in the job market. It is generally believed that students who passed mathematics at high school level or beyond are able to get employment with ease and contribute positively to the development of their communities. The research has found significant interest of the involved members of the community in mathematics activities and policy formation in rural mathematics curriculum development. A need was expressed for urging rural parents and nurturing their interest in what and how their children learn in mathematics. It was further revealed that a notable amount of awareness of mathematics in the rural environment exists which the rural people perceive and practice on a daily basis. There was a common feeling amongst rural people that this should be used as the basis for the development of abstract concepts which would be better understood by students. The attitude of the rural people toward mathematics was found to be positive and conducive for meaningful learning and understanding of mathematics. Teachers and parents were urged to foster this attitude as an important aspect in learning mathematics. There is a correlation between the three factors that were perceived as influential ion the learning of mathematics in the rural high schools. It was revealed that parental involvement in mathematics activities correlates with the awareness of mathematics in the rural environment and the positive attitude towards mathematics amongst the rural people. These three factors were regarded by the rural communities as significant for the role of mathematics in developing rural and tribal communities in South Africa.
