Mathematics Curriculum Development in the Republic of Nauru: Local Teachers' Perspectives

Abstract

Internationally, developing countries are receiving aid and assistance devoted to enhancing educational opportunities for the school-age population. Predominantly, the projects involve foreign consultants, who often begin their work through immersion in the counterparts' education system, language, and culture. Due to time constraints, many decisions are based on classroom observations and dialogue between Education Officials. In the area of curriculum development, the focus is on the formation of the syllabus document and subsequent implementation. This article presents the qualitative analyses of semi-structured interviews with eight local teachers of mathematics, primary and secondary (teaching children of age five years to age sixteen years), in the Republic of Nauru. The thematic analysis focuses on teachers' perceptions of teaching mathematics in Nauru in the current climate, the desired composition of the new mathematics syllabus, and identified future resourcing and professional development needs. This article concludes with a discussion concerning the issues expressed by local teachers and the subsequent implications prior to implementation of a proposed student-centred mathematics curriculum in a climate of minimal resources, limited professional development opportunities, and high unemployment in the community.