In this autobiographical narrative study I consider how curriculum, in particular the
mathematical curriculum, emerged for me throughout my life.
My aims with this study are:
to show how my concept of curriculum has emerged and changed over time.
to encourage others to envisage curriculum in a range of different, but
I started with a narve view of curriculum-the received curriculum. While teaching
this changed. I began to appreciate levels of curriculum (national, school and
classroom), to realize that within the constraints of a national curriculum I had
professional freedom and to understand how students negotiate curriculum. I also
became aware of curriculum as a continually changing process rather than a product.
As an education officer in the curriculum development division, my views evolved
further. I juggled with the conflict between all planning for the classroom and
curriculum as government policy. My understanding grew about the assessed
curriculum, the global curriculum, the development process (based on a researchdevelopment-
dissemination model) and the notion that a curriculum should
operationalize educational aims. I realized that contradictory perspectives on
curriculum needed to co-exist.
In the last 15 years I worked in tertiary institutions. My scholarship focussed on
curriculum-related matters. My view of curriculum became multi-dimensional and
complex, with associated documents and development being inseparable from
curriculum; and I formulated a model in which curriculum, development and other
influencing activities are envisaged as a complex living system.