ABSTRACT
Since the Second World War the developing school curriculum has included a greater and more widespread contribution from the mathematics curriculum. The whole process of curriculum reform has four stages, namely, specification, development, dissementation and implementation. The school curriculum is the course of educational activities explicitly organized by the teachers and pupils in the school over some period of time. Since 1950, curriculum theory has grown into that important area of educational studies which gives guidance to those people who are developing a curriculum. Continuity of the curriculum within one school is easier to achieve as there will be one person who has the authority and responsibility to take suitable action. Probability and statistics have come into the mathematics curriculum both through the use of mathematical techniques in statistical applied mathematics in the upper secondary school. The phrase ‘early mathematical experiences’ emphasizes the importance of the personal experiences of a young child.
