Broomes, Desmond R.Zweng, Marilyn2022-01-182022-01-181983807https://hdl.handle.net/2139/52908Ruralization 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 strategyRural areas