The National Council of Teachers of Mathematics has developed six principles that are

broad and decisive. These principles ensure that all students can learn higher level
mathematics despite their backgrounds, abilities or challenges. These principles include
equity, curriculum, teaching, learning, assessment and technology. The competence
based curriculum on the other hand put into existence fair and impartial learning
environments for educators through different manners. This write up seeks to bring out
the applicability of the National Council of Teachers of Mathematics principles and
standards of Mathematics education in respect of the Mathematics Competence-Based
Curriculum in Zimbabwe. the key terms to be defined are competence-based curriculum
and principles.

Competency-based curriculum according to Mtiti (2014) is a curriculum that stresses on

what learners are to do rather than on what they are expected to know thus it is
learner-centered and susceptible to the changing needs of learners, teachers and the
society. Erchul (2015) is of the view that a competence-based curriculum is a
curriculum that focuses on the intricate outcomes of the learning process that is
knowledge, skills and attitudes of learners rather than on what learners are expected to
learn with restrictions based on traditionally defined subject content. Therefore
competence based curriculum refers to a curriculum that centers on activities that are
learner-centered and susceptible to the change in needs of learners, teachers and the
society rather than restricting learners to traditionally defined subject content.

According to Galeffi (2014) principles are a leading or primary truth that saves as a
basis or foundation for a system of belief or chain of reasoning. Zin (2007) is of theview
that principles are basic truths on which other theories can be based fundamental
assumptions. Therefore principles are basic or primary truth that saves as a foundation
for a system of belief, chain of reasoning or fundamental assumptions.

The first principle of equity is an important aspect of the NCTM standards as it supports
that equity in mathematics bring about excellence. So in order to achieve results,
curriculum must be available and understandable to all learners . facilitators must
provide sufficient and appropriate attention to those slow learners legging behind in
mathematics. When designing and implementing a mathematics-based curriculum and
assessing its effectiveness being responsive to learners backgrounds, experiences,
tradition, culture and understanding leads to the creation of a supportive environment
that sustains a culture of access and equity. According French (2004) to recognizing
and addressing factors that assist with various outcomes among groups of learners are
vital in ensuring that all learners have chances to access high quality mathematical
instructions, learn complex mathematical content and receive support were necessary
so as to be successful. Addressing equity guarantee that all learners attain proficiency
in mathematics. This is clear in the Mathematics Junior syllabus (Grade 3-7) syllabus
which emphasizes that the teaching and learning process must be inclusive, gender
sensitive and encourage collaboration so that no learner is left legging behind.

The second principle is curriculum. Curriculum is a combination of subjects offered. It is

more than a collection of activities, must be coherent, focused on mathematics and well
articulated across the grades. French (2004) states that curriculum must be unified,
organized, and presented in ways that learners can comprehend. The Mathematics
competence based curriculum in Zimbabwe has encompassed cross cutting themes
such as financial literacy, collaboration, HIV and AIDS, Information and Communication
Technology to mention a few so as to add a collection of activities. Teaching and
learning activities used in the mathematics syllabus helps learners build interest in
solving different problems and coming up with solutions to them thus promoting self-
confidence, unhu/ubuntu, mathematical ethics to mention a few in the process. The use
of technological gadgets such as tablets and computers is recommended so that
learning works together with technological advancement.

The third principle is teaching. Effective teaching of mathematics demands one to

understand what the learners know, need to learn and then challenging them and
giving a helping hand in learning it well. (NCTM,2018). Therefore the facilitator should
teach from known to known. Starting by teaching the simple and known concepts helps
in teaching more complex concepts. For example the competence based curriculum in
Zimbabwe starts by teaching the topic numbers in all grades so as to ensure that all
learners can count. Facilitators should also teach the learners starting at the stage they
are functioning at. Effective teaching requires getting relevant knowledge about the
learners and using that information to design and perfect the facilitator’s teaching and
preparing an environment that best suits the learners needs that is in terms of class
size and objectives that can be realized.

The learning principle is the fourth principle. Learners must learn mathematics with
understanding while actively building new knowledge from experience and prior
knowledge. According to Joan (2013) learning is a process of acquiring new or
modifying existing knowledge, skills or values. For effective learning the content should
be well cohesively structured and presented. The competence based curriculum through
the mathematics syllabus has being designed in a manner that encourage the use of
props and practical activities, for example when subtracting counters or a number line
can be used as media so as to assist the learners to grasp the concepts during the
learning process. The competence based curriculum also emphasize on the use of both
procedural and conceptual understanding. Procedural process being the approach
where teachers introduces a rule to learners demonstrates using the rule and learners
then follow suit in the manner used by the teacher solving problems similar to the ones
solved by the teacher until they grasp the concept. The conceptual understanding has
to do with assisting the learners to develop an insight or assisting them through guided
discovery and then giving them activities and tasks to broaden their experience or
generate new understanding as well as modifying existing knowledge.

The fifth principle is of assessment. Assessment should support the learning of

mathematics and furnish useful information to both the teacher and learners. According
to the NCTM (2018) learners’ performance should be accurately assessed in accordance
to their specific needs. The competence based curriculum makes sure that the scheme
of assessment is based on inclusivity, arrangements and modifications that are
noticeable in both continuous and summative assessments so as to enable learners with
special needs to access assessment. The mathematics syllabus states that learners shall
be assessed using both continuous and summative assessment at the end of the seven-
year course.

Finally, the final principle is that of technology. Technology according to the NCTM
(2018) is essential in the teaching and learning mathematics as it influences that the
mathematics that is taught promote student learning. The uses of computers, laptops,
smartphones is standard practice in the Zimbabwe Primary School Curriculum. This is in
line with the technology principle. The use of technology stimulates their interest in
learning. Learners need to have knowledge on how to use technology in learning
mathematics. Learning of mathematics according to the competence based curriculum
can be learned using videos, animation and more so as to help students develop skills
and understanding of mathematics.

However, though the competence based curriculum in Zimbabwe is applying the

principles and standards of mathematics of the National Council of teachers of
Mathematics there are still set backs on technology, assessment and equity. Technology
in terms of computers, smart phones is not accessible to learners in the rural areas thus
they do not have equal opportunities to learn mathematics like those learners who have
access to the technology. To add on continuous assessment or CALA’s are facing
resistance from teachers and learners thus posing as a challenge to the applicability of
the NCTM principles and standards of Mathematics Education in respect of Mathematics
competence-based curriculum in Zimbabwe.

In conclusion, the National Council of Teachers of Mathematics principles and standards

of mathematics education are applicable to the mathematics competence based
curriculum in Zimbabwe as the competence based curriculum emphasize on the use of
learner centered and multi-sensory approaches as well as principles of individualization,
concreteness, totality and stimulation to be employed to enhance the teaching and
learning of mathematics which go hand in hand with the six principles that include
equity, curriculum, teaching, learning, assessment and technology.
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