Interviewer: Informal? Thamo: informal. It’s Interviewer: Okay. Now how is it connected with mathematics, this informal curriculum? Thamo: The informal curriculum in mathematics, for instance sometimes you, if you teach students mathematics and you give them some work. Some students come to learn that mathematics is a subject where somebody has to be given work every day. Interviewer: Okay. Thamo: The students come to learn that mathematics is a tiring subject. One can learn that maybe learn to dislike mathematics if I may say. So those things are not intended results of teaching mathematics. Interviewer: Okay, you said that it is unified body of knowledge. So what is that “is”? Can you make a sentence including the phrase body of ‘unified knowledge’? Thamo: Mmm! Mathematics in school curriculum, saying the school okay! I’m curriculum which, saying this is an informal curriculum can be of the I’m whole part of mathematics. From this discussion, one may conclude that Thamo used the phrase unified body of differently from the common use. knowledge, Letsomane In his essay, Letsomane argued that mathematics exists in the universe and it needs to be discovered. He said: "Mathematics is a body of knowledge and facts which exists in the universe waiting to be discovered. Mathematics exists in our daily lives and can be explored and discovered through experiments, analyzing, hypothesizing and evaluating. ... Mathematics should be seen as a powerful tool that can be used in real life situations (Essay). In the following conversation, Letsomane was airing his beliefs about the nature of mathematics. Interviewer: How do you consider the nature of mathematics? Letsomane: I would say the nature of mathematics is mainly subjects or topics [sic] that are waiting to be discovered. Mathematics is all about exploring the subject. Exploring new ideas and sharing with others those ideas.
Interviewer: Informal? Thamo: It’s informal. Interviewer: Okay. Now how is it connected with mathematics, this informal curriculum? Thamo: The informal curriculum in mathematics, for instance sometimes you, if you teach students mathematics and you give them some work. Some students come to learn that mathematics is a subject where somebody has to be given work every day. Interviewer: Okay. Thamo: The students come to learn that mathematics is a tiring subject. One can learn that maybe learn to dislike mathematics if I may say. So those things are not intended results of teaching mathematics. Interviewer: Okay, you said that it is unified body of knowledge. So what is that “is”? Can you make a sentence including the phrase ‘unified body of knowledge’? Thamo: Mmm! Mathematics in school curriculum, okay! I’m saying the school curriculum which, I’m saying this is an informal curriculum can be of the whole part of mathematics. From this discussion, one may conclude that Thamo used the phrase unified body of knowledge, differently from the common use. Letsomane In his essay, Letsomane argued that mathematics exists in the universe and it needs to be discovered. He said: "Mathematics is a body of knowledge and facts which exists in the universe waiting to be discovered. Mathematics exists in our daily lives and can be explored and discovered through experiments, analyzing, hypothesizing and evaluating. ... Mathematics should be seen as a powerful tool that can be used in real life situations (Essay). In the following conversation, Letsomane was airing his beliefs about the nature of mathematics. Interviewer: How do you consider the nature of mathematics? Letsomane: I would say the nature of mathematics is mainly subjects or topics [sic] that are waiting to be discovered. Mathematics is all about exploring the subject. Exploring new ideas and sharing with others those ideas.
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