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.
Further Education and Training (FET) Mathematics Certificate Course (University of South Africa (UNISA), Pretoria, South Africa) Adapted by Ronel Paulsen
UNISA offers certificate courses for maths teachers wishing to improve their knowledge for the teaching of maths in specific areas. Ronel Paulsen adapted the full ACEMaths module for the purposes of an FET (Grades 10,11 and 12) certificate course. This adaptation was versioned to include maths examples and activities appropriate to the FET Mathematics teacher in the place of some of the original activities which were more geared to primary school teachers. There is also one full new unit (Unit 3) which presents FET mathematics content and four additional readings appropriate for FET teachers. One of the original ACEMaths units (Unit 6) was omitted from this adaptation.
Learners with Special Educational Needs (LSEN) ACE module material (Six units) (University of the Witwatersrand (Wits), Johannesburg, South Africa)Adapted by Judith Inglis The LSEN (Learners with Special Educational Needs) ACEMaths adaptation was produced by Judith Inglis of the University of the Witwatersrand. Judith used the full set of materials in the pilot study with a mixed group of teachers studying towards an ACE qualification. There were teachers in her group from the Foundation, Intermediate and Senior Phases as well as some FET teachers. None of the teachers in her group were maths specialists. While they worked with the ACEMaths materials Judith noticed that there were certain key design features that differed between all her other module material and she decided to adapt the module so that it would fit better with her full set of materials for the ACE LSEN.
The adaptation is marked with icons to guide the reader through the text and has fewer activities. Some of the shorter activities were renamed as points to stop and think and a few (not many) were removed from the original ACEMaths text.
Foundation Phase Wrap-around Guide to accompany the ACEMaths materials (Six units) (Wits, Johannesburg, South Africa) Adapted by Manono Mdluli.
At Wits University in 2009 an ACE in Foundation Phase mathematics was offered along-side many other ACE programmes initiated as a result of the departmental roll-out of bursaries for teachers to improve their qualifications. Manono Mdluli had heard about the ACEMaths materials and chose to use them for one of her modules. But she wrote a full wrap-around guide for the tutors who would lecture the course so that all classes (which had to run parallel) would use the ACEMaths materials in a similar way. This guide was written to focus the pedagogical input at the Foundation Phase level.
Further Education and Training (FET) Maths Literacy ACE (Two units) (University of KwaZulu (UKZN) Natal, Pinetown, South Africa) Adapted by Sally Hobden.
The ACEMaths materials were used at UKZN by lecturers involved in the presentation of a re-skilling ACE, aimed to enable teachers to qualify as maths literacy teachers. Sally Hobden prepared a module guide which incorporated much of ACEMaths Unit Four, in combination with extracts from units one, two and three. The adaptation was versioned to include maths examples and activities appropriate to the FET Maths Literacy teacher.
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 addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
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 chapter covering the scope and expectations of the national curriculum in the particular country for which it is intended.A pdf version of the resource is also available.
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit is designed to give you some insight into a few specially chosen ancient numeration systems.
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
In this unit, the four operations – addition, subtraction, multiplication and division – are discussed. Each operation is first introduced as a concept, after which different algorithms that can be used to perform the operations with ever-increasing efficiency, are then given and explained.
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
Learners need to be exposed to a range of activities and conceptual teaching on fractions as parts of wholes, ratios, decimals and percentages in order to develop fully their understanding of multiplicative reasoning and rational numbers. This unit looks at sound methods for the teaching of fractions to young learners.
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
In this very short introductory course on statistics, we will outline the most important terminology which is often used in statistics, we will look at ways of representing information and then we will look very simply at some statistical interpretations of given information.
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
In the first section of this unit we will look at the conceptual groundwork needed for the topic of measurement. In the second part of the unit we will investigate some of the conservation tests for measurement concepts. These give us a way to establish whether or not a learner has understood a certain measurement concept.
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
Educating Our Future, the National Education Policy document, states, “A fundamental aim of the curriculum for lower and middle basic classes is to enable pupils to read and write clearly, correctly and confidently in a Zambian language and in English, and to acquire basic numeracy and problem-solving skills.” What do we mean when we say a person is numerate?
This module explores the answer to this question by investigating both WHAT to teach and HOW to teach Mathematics effectively.
After completing this module, teachers will be able to:
In lo mthamo, teachers will look more closely at the languages you use in your classroom. These are called the Languages of Learning and Teaching (LOLT). The term previously used was 'medium of instruction'. Discussion will be held as to which language is the LOLT which helps learners to learn best.
In the first year of this course we will think about the different ways we communicate through language.
In this part of the course we will look at different aspects of language: thinking, talk, reading and writing and how it fits into our daily lives. Then we will look at ways of teaching language which brings all the different aspects together.
In this umthamo, we are going to look at a way of teaching language which fits in with Outcomes Based Education. This approach to language and teaching does not divide language into different parts. It is about the links between all the aspects of language. The ideas and activities in this umthamo combine a whole language approach with a literature-based approach to language teaching and learning.
In this third umthamo we are going to think about how we first learn to speak. Teachers will do research on how they think we acquire spoken language or learn to talk.
