Problems of defining the mathematics curriculum in rural communities
| dc.Institution | ||
| dc.contributor.author | Broomes, Desmond R. | |
| dc.contributor.editor | Zweng, Marilyn | |
| dc.coverage.spatial | Boston, MA | |
| dc.date.accessioned | 2022-01-18T17:54:23Z | |
| dc.date.available | 2022-01-18T17:54:23Z | |
| dc.date.issued | 1983 | |
| dc.description | ||
| dc.description.abstract | Ruralization of primary education implies, inter-alia, that primary mathematics education should be designed to ensure at least a threshold level of mathematical learning required for effective participation in rural communities. Three examples in the instructional design of mathematics education are given: a village water-supply scheme, the school farm plot, and constructing a hen-house. Three strategies for developing, implementing, and evaluating an appropriate mathematics curriculum for rural communities are discussed. The first emerges from a search for answers to the question: What part should mathematics play in education and in the curriculum of all children? The second is a community involvement strategy and the third is an evaluation strategy | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | pp. 708-711 | |
| dc.identifier.other | 807 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52908 | |
| dc.publisher | Birkhauser | |
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.source | Proceedings of the Fourth International Congress on Mathematical Education | |
| dc.source.uri | School of Education Library, UWISA - QA11 A1 I46 1980 | |
| dc.subject.other | Rural areas | |
| dc.title | Problems of defining the mathematics curriculum in rural communities | |
| dc.type |