Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal.

Abstract

The purpose of this enquiry was to investigate relations among official, enacted and assessed dimensions of the Mathematics curriculum in a Public Adult Learning Centre. The research focused on teaching and learning at ABET Level 4 Mathematical Sciences and Mathematical Literacy. The research site was a Public Adult Learning Centre in Pinetown, KwaZulu-Natal. This site was purposively selected for its achievement of relatively good results over a number of years in the General Education and Training Certificate and has a good reputation among stakeholders such as the provincial Department of Education. This qualitative study was conducted within an interpretive paradigm, using a case study approach. Data were collected through interviews, observations, focus group discussions and document analysis, and analysed using thematic content analysis. The study found that teachers taught and assessed according to the official curriculum, but that the assessed curriculum had a strong washback effect on the enacted curriculum. The enacted curriculum also did not have strong relevance to learners lived experiences.