Language Supportive Mathematics Textbooks and Pedagogy With Less Loaded Curriculum for Sustainable Mathematical Literacy in Tanzania

There is robust research evidence demonstrating that an accelerated curriculum results into poor student learning outcomes, contrary to the curriculum’s very envisaged expectations. Tanzania’s mathematics curriculum is... [ view full abstract ]

There is robust research evidence demonstrating that an accelerated curriculum results into poor student learning outcomes, contrary to the curriculum’s very envisaged expectations. Tanzania’s mathematics curriculum is overloaded at both primary and secondary school levels. Although overloaded curricula, and consequently accelerated curricula, is a characteristic typical of most developing nations’ curricula, including Tanzania’s, Tanzania’s situation in the mathematics classrooms is further compounded by the fact that the majority of secondary school students are not proficient in English, the language of instruction at that level of education. Furthermore, a recent study conducted by the language Supportive Teaching and Textbook (LSTT) project in Tanzania indicated that the English language level in the mathematics textbooks currently in use was too high for learners still struggling to learn the language. In fact, it was shown that even native speakers at the same age would read the textbooks with difficulty. For a more sustainable future of the country in a world driven by technology, mathematical literacy of her people is an indispensable tool that its citizens have to acquire. This is unfortunately, compromised by the overloaded curriculum and the language of instruction factors highlighted above. This paper therefore explores the literature that argues for both a lighter curriculum in mathematics coupled with language supportive mathematics textbooks and pedagogy to ensure a more just, equitable and inclusive future for all.

Key word: mathematics textbooks; language supportive pedagogy; mathematical literacy; Tanzania.