The implementation of the mathematics Curriculum and Assessment Policy Statement in South Africa

Abstract

The Curriculum and Assessment Policy Statement (CAPS) for mathematics Grades 10-12 is part of the National Curriculum Statement Grades R–12, which is a policy in teaching and learning in South African schools. However, there is a notable concern that educators in most of the rural areas of South Africa experience challenges with the implementation of the Mathematics CAPS Grades 10-12 and that results in the low pass rate in mathematics. Therefore, this study explored the experiences of educators regarding the implementation of the Mathematics CAPS Grades 10-12 with the aim of improving the teaching of this subject. The study achieved this through a qualitative phenomenographic case study approach which was supported by some quantitative data. In addition to the 43 completed questionnaires using Google forms, Semi-structured interviews were carried out with twelve mathematics educators and two mathematics departmental heads in Mopani West District, Limpopo Province, South Africa. The findings revealed themed challenges with the execution of the CAPS, henceforth recommendations for best practices were given. The results of this study advise the Department of Basic Education to stimulate the national and international dialogue among mathematics policymakers and mathematics educators regarding the implementation of the Mathematics CAPS.