Francis Kari
Abstract
This paper describes some of the author’s research involving students at the Institute of Distance and Continuing Education (IDCE), University of Papua New Guinea. The analyses focus on a few of the findings on the learners’ perceptions of the implemented mathematics curriculum. The dimension for investigation is on the cultural and social variables that shape learners’ perceptions during the process of enculturation and acculturation. Clearly, learners’ perceptions have been influenced, to a large extent, by significant others, such as the media and other social variables. In an attempt to provide some remedies for the issues discussed in the paper, two approaches for a mathematics curriculum are recommended for implementation.
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