Guidelines for Teaching Numeracy: Foundation Phase
This programme provides Grade 1, 2 and 3 educators with: * a progression of appropriate activities that introduce young learners to the basic mathematical understanding, knowledge and skills that they should develop during their early schooling; * ideas and examples of interesting practice activities that will help learners consolidate and extend their understanding and skills; *... more
OER Copyright and Licensing Toolkit
This toolkit is aimed at higher education stakeholders who are working with Open Educational Resources (OER). It explains the notion of copyright and describes the different licensing options available to the author/creator of a work. Whether you are wanting to license your own work, or are tasked with clearing copyrighted documents, you will find comprehensive information about the basic... more
Junior Primary Mathematics
*Junior Primary Mathematics* was developed for in-service training of junior primary/foundation phase teachers in South Africa in the late 1990s. However, with the exception of Chapter Three, the topics and approaches will be useful for the training of junior primary mathematics teachers in other African countries. In order to adapt the book, Chapter Three could simply be replaced with a... more
Professional Learning Communities for Teacher Development: The Collaborative Enquiry Process in the Date-Informed Practice Improvement Project (DIPIP)
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be... more
Assessing Algebra in the Senior Phase: A Practical Guide
This booklet was first developed in 2004, shortly after the introduction of the Revised National Curriculum Statement in South Africa. The intention of the booklet was to help teachers of senior phase (junior secondary) to integrate assessment into their teaching and learning. more
Being a Teacher: Reading 15. Outcomes-based Education in the Context of Three Kinds of Knowledge
With all the talk of teaching towards the achievement of competency and skills in the wake of outcomes-based education in South Africa, it is easy to forget that these should not be taught in a vacuum, or to the exclusion of other forms of knowledge. In addition to knowing ‘how to’ do something, we also need to ‘know that’ (content knowledge) and know how to form a judgement about issues (values... more
Being a Teacher: Reading 14. Dead Certainties: A Post-Modern World
In this edited extract, Andy Hargreaves explains how the momentous changes in the world in the last few decades have also changed the way we think. The author talks about a ‘modern’ world and a ‘post-modern’ world. What does he mean by these terms? more
Being a Teacher: Reading 12. Spoil the Rod, Spare the Child
Teachers often confuse authority with power, to use the distinction made at the beginning of Reading 11. Probably the most common means of wielding power (for teachers) has been the use of corporal punishment. The following extract was taken from a two-part article in The Educator’s Voice, published by SADTU. Vally briefly analyses some of the reasons for the popularity of corporal punishment... more
Being a Teacher: Reading 11. Authority, Responsibility, and Democracy in Creating Climates for Learning
Possibly the most significant professional choice that teachers make (consciously or unconsciously) relates to how they see their responsibilities as people in authority. In this note, originally written for a University of the Western Cape study guide, Professor Morrow tries to help teachers understand this authority role. In order to do so, he introduces a number of significant distinctions.... more
Being a Teacher: Reading 8. Accountability for Professional Practice
All professions are required to be accountable in various ways for the quality of the service they render – to their clients, to the public and to their fellow professionals. In the article from which this excerpt is taken, the writer analyses five forms of accountability that may operate in various institutions in a democratic society. Only two of these forms are applicable to teaching on a... more
Pages
