one over the other. Mathematics is not for the middle class or the elite few. If we allow for pacing, sequencing and timing as well as input from others, learners who were socialized into thinking they cannot do mathematics may take on the challenge and learn as much as they can and are interested in, about and within mathematics.
The notions of Bernstein (1982 and 1996) in connection with the two different types of curriculum come into consideration for the theory of learning that I use in order to explore the notion of integration. Bernstein‟s (1982) concepts of framing (teacher and learners input to the curriculum) and classification (boundaries blurring or strengthening between learning Areas) in addition with another notions from Bernstein (1996) that I apply into my study in the following understanding of recognition (when teachers connect or integrate concepts without insight) and realization (when teachers connect or integrate concepts with intent and insight) The curriculum in use (C2005, NCS) is an outcomes based curriculum and integration is an integral part of this curriculum. The following figures and framework is giving the idea of, and in line with what Bernstein (1996) refer to as integration curriculum.
Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion
of a Master of Education degree.