The O' Level Mathematics Curriculum for Zimbabwe: Does it Meet the Expectations for Quality Mathematics Education in Zimbabwe?

This paper gives a critical analysis of the ‘0’ level mathematics syllabus for Zimbabwe. It argues that the present syllabus does not provide a balance between intuitive thinking and analytical thinking in Mathematics. It argues and justifies the retention of certain topics in the ‘0’ level syllabus and the introduction of new topics.

A ZBTE article on the need to revamp the O-level Mathematics curriculum in Zimbabwe to make it more balanced between intuitive thinking and analytical thinking in Mathematics.