Pagana J, Nyikahadzoyi M, Mutambara L.H.N, Chagwiza C
An information- and technology based society requires individuals who are able to think critically about complex issues, analyze and adapt to new situations, solve problems of various kinds and communicate their thinking effectively. To learn mathematics in a way that is beneficial to students in their lives, there
is need to have classroom experiences that help them develop mathematical understanding, develop skills, procedures and habits, develop the ability to apply mathematics and acquire a positive attitude towards mathematics. The study sought to establish the nature of the gap between the intended and the implemented mathematics at ordinary level in Zimbabwean Secondary Schools. As is typical of ethnography, the focus of the study was mainly on teaching methods, the “O” level intended mathematics curriculum interpretation as well as issues surrounding assessment and classroom discourse in the teaching and learning of “O” level mathematics. A sample of fifteen qualified teachers purposively and randomly selected from sixty qualified mathematics teachers in Mashonaland province was used. A mixed research paradigm was employed and data was collected through document analysis, focus group discussionsand lesson observations. However, the curriculum expectations of the “O” level mathematics curriculum do not seem to be reflected in practice in a classroom situation. Measures cited for the successful implementation of the curriculum is through in service training programs, workshops and launching a resource centre.
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