Abstract:
This thesis is an investigation of the New Zealand Forms I to IV mathematics syllabus. It considers the stated aims and objectives of that syllabus and attempts to show how well these have been fulfilled. It does this by considering the responses of a sample of Form II children in the greater Wellington area to questionnaires on I.Q., attitude to mathematics, and performance in mathematics. Special reference is made to the Item Bank level 6, of mathematics items produced by the Curriculum Unit of the Education Department and the Progressive Achievement test, used for evaluating pupils' progress in mathematics. It further considers the aims and objectives of the syllabus themselves: whether they are sensible, practicable, and if so, how one measures the degree of attainment. The thesis also comments on the content and style of the syllabus. It is also concerned with the methods of teaching that the syllabus encourages by implication and by explicit directives.
