Abstract
The purpose of this study is to find out the significance of introducing the concept Learning-Teaching Trajectory, which was developed in the mathematics project in the Netherlands, namely TAL Project, into mathematics education of developing countries, and the focus of the study is on the case of South Africa in which the independent learning-teaching trajectory for the country, namely "Learning Pathway for Number (LPN)" is developed and applied for pre- and in-service training for primary school teachers in South Africa by the mathematics research project "Count One Count All (COCA)". There are two main significances of introducing the concept into South Africa. The first is to support South African teachers and improve their competencies in order to close the gap between the current competencies of the teachers and the ideal of new education policy, so-called Outcome-Based Education for the purpose of establishing democratic society denying the apartheid. The second is to develop LPN relevant to the context of South African children in consideration of what mathematics they should learn, what phenomena such mathematics occurs in, when, where and how such phenomena the children should meet and deal with them.
