Conversion in the metric system: reflecting on the GET Mathematics curriculum

Abstract

In this paper I argue that a fragmented approach to the teaching of the SI (Standard International) units – as dealt with in the National Curriculum Statement/ Curriculum and Assessment Policy Statement - Intermediate and Senior Phase Mathematics as part of General Education and Training – (GET) - when compared to the decimal system (with base 10), may interfere with understanding and conceptualisation, and with solving problems involving conversion for both learners and teachers. I also argue that isolating and fragmenting SI measurement units, complicate processes of accommodation and assimilation as advocated by Piaget. In terms of the Gestalt learning theory, fragmentation (in this context) prevents learners from seeing the greater meaning of the relationship(s) that exist among the different SI units. It thus appears, as if the curriculum writers are in favour of a more instrumental approach to parts of the curriculum as opposed to relational, which essentially also focus on the underlying mathematical relationships to enhance sensemaking.