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Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution

In: Mathematics Education in Africa

Author

Listed:
  • Gladys Sunzuma

    (Bindura University of Science Education)

  • Brantina Chirinda

    (Cape Peninsula University of Technology)

  • Conilius Chagwiza

    (Bindura University of Science Education)

Abstract

This chapter examines the Zimbabwean secondary school mathematics curriculum and suggests how it can be transformed to align with the Fourth Industrial Revolution (4IR) requirements. A curriculum analysis matrix was utilised to analyse the Zimbabwean secondary school mathematics curriculum. The analysis revealed that the Zimbabwean secondary school mathematics curriculum requires to be transformed to become responsive to the demands of the 4IR. We argue that for the Zimbabwean secondary school mathematics curriculum to align with the 4IR requirements, it should be transformed rather than reformed. Curriculum transformation focuses on generating new structures, yet reform focuses on existing systems. To transform the Zimbabwean secondary school mathematics curriculum, the following should be integrated into the curriculum: collaboration activities, new literacies, learning factories, and problem-based learning. We recommend that the Zimbabwean government should aim for interactive mathematics classrooms that are solar-powered. Globally, this chapter is relevant when considering mathematics teaching and learning in the 4IR era.

Suggested Citation

  • Gladys Sunzuma & Brantina Chirinda & Conilius Chagwiza, 2022. "Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution," Springer Books, in: Brantina Chirinda & Kakoma Luneta & Alphonse Uworwabayeho (ed.), Mathematics Education in Africa, chapter 0, pages 97-113, Springer.
    • Handle: RePEc:spr:sprchp:978-3-031-13927-7_6
    DOI: 10.1007/978-3-031-13927-7_6
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