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

dc.contributor.author	Chinhanu, Charles
dc.coverage.spatial	Zimbabwe.	en
dc.date.accessioned	2015-08-03T13:08:25Z
dc.date.available	2015-08-03T13:08:25Z
dc.date.issued	1997-03
dc.identifier.citation	Chinhanu, C. (1997) The O' Level Mathematics Curriculum for Zimbabwe: Does it Meet the Expectations for Quality Mathematics Education in Zimbabwe? ZBTE vol. 5, no. 1, (pp. 13-24.) UZ, Mt. Pleasant, Harare: DTE.	en
dc.identifier.issn	1022-3800
dc.identifier.uri	https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/6637
dc.description	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.	en
dc.description.abstract	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.	en
dc.language.iso	en	en
dc.publisher	Department of Teacher Education (DTE) University of Zimbabwe (UZ)	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/	en
dc.subject	Education	en
dc.subject	Science and Society	en
dc.title	The O' Level Mathematics Curriculum for Zimbabwe: Does it Meet the Expectations for Quality Mathematics Education in Zimbabwe?	en
dc.type	Article	en
dc.rights.holder	University of Zimbabwe (UZ)	en

Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/3.0/