Mathematical Literacy, Mathematics and Mathematical Sciences Illustrative Learning Programme Grade 7. Module 2: Sport. Learner's Material
The GICD material is thematically presented mathematical content (in line with C2005 thinking) with separate learner’s material and teacher’s guides. The learner’s material has background information necessary for the completion of the activities which is concisely presented prior to each activity sheet. Activities are primarily mathematical but some of them are purely thematic. The teacher’... more
Mathematical Literacy, Mathematics, and Mathematical Sciences Illustrative Learning Programme Grade 7. Module 1: Farming and Growth. Learner's Material
The GICD material is thematically presented mathematical content (in line with C2005 thinking) with separate learner’s material and teacher’s guides. The learner’s material has background information necessary for the completion of the activities which is concisely presented prior to each activity sheet. Activities are primarily mathematical but some of them are purely thematic. The teacher’... more
Mathematics for Teaching Matters
In this paper, I illuminate the notion of mathematics for teaching (its matter) and argue that it matters (it is important), particularly for mathematics teacher education. Two examples from studies of mathematics classrooms in South Africa are described, and used to illustrate what mathematics teachers use, or need to use, and how they use it in their practice: in other words, the substance... more
Wits School of Education and Gauteng Department of Education Maths for Teachers. Volume 2 Issue 3b July 2009
This newsletter continues the discussion of the previous newsletter of learners' spatial reasoning, and how to support the development of spatial reasoning in learners. more
Wits School of Education and Gauteng Department of Education Maths 4 Teachers. Volume 2 Issue 3a July 2009
In our third issue of the 2009 newsletter we have chosen to talk about how learners work with problems based on space, shape and measurement. We will focus on solving problems in which learners have to work with what they know about areas and perimeters of basic shapes to calculate areas and perimeters of the complex shapes. more
Wits School of Education and Gauteng Department of Education Maths 4 Teachers. Volume 2 Issue 2 May 2009
The Data-Informed Practice Improvement Project (DIPIP) aims to improve teaching and learning in mathematics. One way of communicating with teachers has been through a newsletter. more
Wits School of Education and Gauteng Department of Education. Volume 2 Issue 1B January 2009
In this second part of Volume 2 we focus on the meaning of the word ‘misconceptions’and compare it to the general understanding of the meaning of ‘errors’ and ‘mistakes’. These different words have different concepts associated with them. We tend to use the word ‘misconception’ indiscriminately when talking to colleagues, and more often than not, we are talking about learner errors or... more
Wits School of Education and Gauteng Department of Education Maths 4 Teachers. Vol.2 Issue 1A January 2009
In this edition of the DIPIP Newsletter we have chosen to discuss a section of algebra that confuses many of our learners – that of solving number sentences and equations, which falls into the National Curriculum Statement Learning Outcome 2 (LO2): Patterns, functions and algebra. more
Wits School of Education & Gauteng Department of Education Maths 4 Teachers Vol.1, Issue 1. May 2008
The Data-Informed Practice Improvement Project (DIPIP) aims to improve teaching and learning in mathematics. One way of communicating with teachers has been through a newsletter.This issue deals with learner misconceptions, learner errors in the ICAS tests, teaching with errors and misconceptions, ratio, rate, ratio and proportional reasoning at grades 8, 7 and 9 respectively. more
Conversations with the Mathematics Curriculum: Testing and Teacher Development
This paper addresses the question: how do mathematics teachers make meaning from curriculum statements in relation to their teaching practices. We report on a teacher development activity in which teachers mapped test items from an international test against the national curriculum statement in mathematics. About 50 mathematics teachers across Grades 3-9 worked in small groups with a... more
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