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Bridging competency and context: Integrating cross cutting themes in mathematics education

Artigo2025

Samuel Mashingaidze

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Resumo

The study explores the integration of cross-cutting themes in the teaching and learning of mathematics in Zimbabwean secondary schools. Informed by the philosophy of Education 5.0 and the heritage-based curriculum, the research investigates current pedagogical practices, challenges encountered by teachers and learners, and the role of school leadership in facilitating integration. A qualitative case study design was employed, using interviews, classroom observations, and document analysis to collect data from mathematics teachers, heads of departments, and school administrators. The findings indicate growing awareness among educators of the importance of themes such as environmental sustainability, gender equality, and ICT in mathematics education. However, integration remains inconsistent and often superficial. Teachers reported limited training opportunities, inadequate teaching resources, and insufficient institutional support as key barriers. Students demonstrated positive engagement when cross-cutting themes were contextualised and linked to reallife experiences, although curriculum rigidity and exam-focused instruction limited broader exploration. The study recommends targeted professional development to enhance teacher capacity for integrating cross-cutting themes into mathematics lessons. It also calls for clearer school-level policies, resource provision, and structured support systems. Collaboration among teachers, reflective practice, and continuous monitoring are emphasised as strategies for improving classroom implementation.

Dados da obra

Tipo
Artigo
Periódico
The Dyke, v. 18, n. 2
Editora
Midlands State University, The Dyke
Ano
2025
Idioma
en
Palavras-chave
Cross-Cutting Themes; Heritage-Based Curriculum; Sustainable Development Goals (SDGs); Curriculum Integration; Zimbabwean Curriculum Framework
Temas
Currículo, Formação de Professores de Matemática
DOI
10.64754/thedyke.v18i2.527
ISSN
1815-9036, 2790-0940
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MASHINGAIDZE, Samuel. Bridging competency and context: Integrating cross cutting themes in mathematics education. The Dyke, v. 18, n. 2, 2025. DOI: https://doi.org/10.64754/thedyke.v18i2.527.

APA

Mashingaidze, S. (2025). Bridging competency and context: Integrating cross cutting themes in mathematics education. The Dyke, 18(2). https://doi.org/10.64754/thedyke.v18i2.527

BibTeX
@article{mashingaidze2025,
  author = {Mashingaidze, Samuel},
  title = {Bridging competency and context: Integrating cross cutting themes in mathematics education},
  year = {2025},
  journal = {The Dyke},
  volume = {18},
  number = {2},
  publisher = {Midlands State University, The Dyke},
  doi = {10.64754/thedyke.v18i2.527},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mashingaidze, Samuel
TI  - Bridging competency and context: Integrating cross cutting themes in mathematics education
PY  - 2025
JO  - The Dyke
VL  - 18
IS  - 2
DO  - 10.64754/thedyke.v18i2.527
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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