Evaluating Curriculum Reform: Addressing Gaps and Overlaps in Namibia’s Junior Primary Mathematics Curriculum

Abstract

This study examines the extent to which the recent reforms of Namibia’s Junior Primary Mathematics Curriculum have addressed the previously identified gaps and overlaps that limited the development of foundational numeracy. The study argues that although the revised 2015 and 2023 curricula demonstrate notable improvements in content progression, clarity of competencies, and reduction of redundancies, critical weaknesses in conceptual depth and foundational numeracy skills remain unresolved. The problem driving this follow-up analysis is the absence of systematic evaluation over the past decade, despite earlier concerns regarding insufficient place value development, weak mental arithmetic, repetitive content, and limited emphasis on higher-order reasoning. A mixed-methods design combining Curriculum Content Analysis (CCA) and qualitative document analysis, qualitative document analysis of the 2005, 2015, and 2023 syllabi, and a comparative matrix to map content distribution across Grades 1–3. Coding categories were developed deductively from foundational numeracy frameworks and refined inductively during analysis, with inter-document consistency checks to enhance reliability. Triangulation included policy documents, teacher guides, and university numeracy course outlines to evaluate alignment and implementation support. Findings indicate stronger sequencing, clearer learning outcomes, and reduced content overlap, particularly in number operations and problem-solving. However, gaps persist in mental mathematics, depth of place value understanding, conceptual reasoning, assessment alignment, and integration of 21st-century competencies. The study concludes that while reforms have improved curriculum coherence, foundational numeracy challenges remain. Targeted professional development, curriculum–assessment alignment, and periodic curriculum audits are recommended.