Mathematics, curriculum and evaluation: Caribbean experiences

Simple item page
dc.Institution
dc.contributor.authorBroomes, Desmond R.
dc.contributor.editor
dc.coverage.spatial
dc.date.accessioned2022-01-18T17:54:22Z
dc.date.available2022-01-18T17:54:22Z
dc.date.issuedApr. 1974
dc.description
dc.description.abstractThis article examines certain features of the Caribbean Mathematics Project, a curriculum development project for pupils in the 12-15 age group. Three types of strategies--curriculum development, mathematics curriculum, and mathematics--were implemented by means of round table meetings, workshops, action research, and school visits. The way learning process has been conceptualized and the way in which the teaching act and curriculum development have been formulated have facilitated the emergence of three types of evaluation procedures--initial, formative, and summative
dc.description.sponsorship
dc.description.sponsorship
dc.extentpp. 67-73
dc.identifier.other806
dc.identifier.urihttps://hdl.handle.net/2139/52907
dc.publisher
dc.relation.ispartofseriesEducational Development International
dc.relation.ispartofseriesvol. 2
dc.relation.ispartofseriesno. 2
dc.source
dc.source.uriSchool of Education Library, UWISA - QA141.5 A1 C27
dc.subject.otherCaribbean Mathematics Project
dc.titleMathematics, curriculum and evaluation: Caribbean experiences
dc.type

Files

Collections

CEDBIB - Bibliographic Database