Teachers' comments on the form 2 mathematics syllabi

Abstract

My personal teaching experience suggests that at secondary level the mathematics syllabi are generally overloaded to such an extent that they are hardly ever adequately covered. Consequently, teaching is dominated by the notion of covering as much of the syllabus as possible, even if superficially, in time for the all important exams. The NMC approach certainly requires well-designed syllabi (see Cockcroft Report, 1982, paragraphs 449-451) which permit the individual students to work at their own pace on topics which they can understand - a far cry from what I suspect we presently have in Malta.