Appraisal of Trends in Mathematics Education Curriculum: Gender and Indigenous Knowledge Perspectives

Abstract

This paper is based on analysis of curriculum and experiences generated from mathematics teachers’ educators and desk review of curriculum document.It also focuses the critical appraisal of the curriculum Trends in Mathematics Education on gender and indigenous knowledge perspectivesThiscourse is recently revised and approved by theFaculty of Education for Masters level students of Mathematics Education. This course has been designed and prepared to trace the trends of various aspects of teaching and learning mathematics education. It critically assessedthe social, cultural, and inclusive educational issues and problems including gender and indigenous knowledge (IK) in teaching and learning mathematics practices at different levels from school to the university. The findings of the study shows that in the context of present curriculum Trends in Mathematics Education, there is little bit space for gender and IK but it is not sufficient. The opinion of teachers revels that some of the teachers integrated the issue of gender and IK on pedagogy, assessment and research. We can apply gender responsive pedagogy by inspiring students to make gender-reflections, generate greater equality in the classroom, and stimulate students to become gender-actors in society at large.