When Aids goes to a Mathematics Class: Is it a hindrance or a source for revising the Mathematics Classroom Culture?
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Date
2003
Authors
SETHOLE, G, Adler, J & Vithal, R
Journal Title
Journal ISSN
Volume Title
Publisher
NKRUJORE
Abstract
This study investigates learner-centered pedagogy within an outcomes-based education framework, emphasizing its significance in Mathematics Education. It explores the evolving culture of mathematics classrooms that incorporate HIV & AIDS statistics as learning points. Specifically, the article examines how these statistics can be effectively integrated into Mathematics lessons to encourage critical reflection and support the cross-curricular inclusion of HIV & AIDS education in South Africa.