English
DOI:
https://doi.org/10.56855/jrsme.v4i1.1255Kata Kunci:
Compulsory Mathematics, Diverse Learners , Educational Programs , Social Constructivism, Namibia, Professional PathsAbstrak
Purpose: This study investigates the implications of introducing compulsory Grade 11 Mathematics in Namibia, focusing on its impact on diverse learners and their future professional pathways. Methodology: Anchored in a social constructivist framework, the research examines how students perceive and engage with mathematics, acknowledging the cultural and contextual factors influencing learning experiences. Drawing on national education policies and international comparative studies, the study critically assesses the effectiveness of initiatives aimed at enhancing mathematics accessibility. Findings: Findings reveal significant challenges, including disparities in student aptitude and curriculum inflexibility, while also highlighting opportunities to foster mathematical literacy across a range of career fields. Significance: The research underscores the necessity of inclusive educational strategies that respond to the varied backgrounds, aspirations, and needs of Namibian learners. By offering empirical insights and a comprehensive literature analysis, the study contributes to the broader discourse on mathematics education reform and provides recommendations for policymakers and educators striving to align compulsory mathematics education with the diverse trajectories of Namibian students.
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Hak Cipta (c) 2025 Moses Chirimbana, Hesekiel Kaukolwa Iilonga, Ferdinand Nghikepunye Kamati
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