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dc.contributor.authorChinhanu, Charles
dc.coverage.spatialZimbabwe.en
dc.date.accessioned2015-08-03T13:08:25Z
dc.date.available2015-08-03T13:08:25Z
dc.date.issued1997-03
dc.identifier.citationChinhanu, 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.issn1022-3800
dc.identifier.urihttp://opendocs.ids.ac.uk/opendocs/handle/123456789/6637
dc.descriptionA 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.abstractThis 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.isoenen
dc.publisherDepartment of Teacher Education (DTE) University of Zimbabwe (UZ)en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en
dc.subjectEducationen
dc.subjectScience and Societyen
dc.titleThe O' Level Mathematics Curriculum for Zimbabwe: Does it Meet the Expectations for Quality Mathematics Education in Zimbabwe?en
dc.typeArticleen
dc.rights.holderUniversity of Zimbabwe (UZ)en


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