Conventionalization of numerals in Tanzania

Document Type

Article

Department

Institute for Educational Development, East Africa

Abstract

The supposed pre-eminence of an external examination can exert a disproportionate influence on a curriculum and the associated learning and teaching. Teaching can easily subordinate learning and understanding to curriculum coverage if the society develops a culture that appears to make such demands. This study focuses on Tanzania and provides the detail to support the notion that it really doesn’t have to be that way.

Publication (Name of Journal)

Mathematics Teaching

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