An investigation into how Mathematics educators teach the outcomes-based curriculum

Abstract

This study investigates how educators at General Education and Training (GET) level (senior phase) go about teaching problem solving skills, reasoning and communication as indicated in the OBE Mathematics curriculum (GET). In comparison to previous curricula, the new Outcomes-Based Education (OBE) Mathematics curriculum at the GET level, places more emphasis on problem solving, reasoning and communicating mathematical ideas. If properly implemented as intended by the curriculum reformers, then many of the problems that are encountered at tertiary level might no longer exist. Thus it is interesting to investigate how educators at GET level go about teaching such skills as problem solving, reasoning and communication as indicated in the OBE Mathematics curriculum at GET level. This study describes case studies of Grades 8 and 9 Mathematics teachers in eleven secondary schools in Mpumalanga Province in South Africa. The case studies explore whether and how the mathematics teachers go about trying to achieve the outcomes mentioned in the OBE (GET) Mathematics curriculum. The educators’ pedagogical methods are investigated, and, generally, how well the learning outcomes are achieved. A third research strand focuses on whether there exists a relationship between the teachers’ contribution (input), which is the foundation laid by the teacher for the later realisation of outcomes and outcomes as attempted or demonstrated by learners (output). The data were collected through video-tape recordings by trained educators, that is, Mpumalanga Secondary Science Initiative (MSSI) project staff to ensure authenticity and credibility of results.