IIE Learn Module Outline TIMA6211

TIP Mathematics 2A
TIMA6211
MODULE OUTLINE 2022
(First Edition: 2017)

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IIE Learn Module Outline TIMA6211

Table of Contents
Introduction........................................................................................................................................... 3
Using this Module Guide...................................................................................................................... 5
Module Resources ................................................................................................................................ 8
Module Purpose.................................................................................................................................... 9
Module Outcomes ................................................................................................................................ 9
Assessments ........................................................................................................................................ 10
Module Pacer ...................................................................................................................................... 12

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IIE Learn Module Outline TIMA6211

Introduction
Welcome to the third Teaching Intermediate Phase Mathematics Module of your B.Ed. degree.
In the first module, you were encouraged to engage with the material from a dual perspective,
that of a learner and a teacher, in order to gain a more complete picture of the education
process. Maintaining this dual perspective will enable you to be sensitive to your learners’
needs, their strengths and their weaknesses. As a teacher you do more than ‘convey content’
- you need to know the content that you have to teach but, more than that, you need to
understand where and why learners struggle with particular concepts. As a good Mathematics
teacher, you will always be trying to ‘get into the head’ of your learners. This will help you to
make good professional judgements about how to address their learning needs.

Professional judgements are the choices and decisions that you will make, continuously, not
only in preparing for a lesson but also when you are actively teaching. This is not always easy
to do since in an active lesson you will be dealing with so much more than delivering your
planned lesson – learners bring all sorts of ‘unknowns’ into the scenario and you will need to
develop ways of interpreting and dealing with these as they arise. In terms of the mathematical
content that you will be teaching, the learners’ responses will guide you as you gauge what is
being understood by your class, and, just as importantly, what is not. The errors that learners
make will be a useful resource to you as a teacher, since they are the evidence that you can
use to see what they are thinking, when they have not fully grasped the concepts and content
you are teaching. If you engage deeply with learners’ responses, you will gain insight into their
thought processes.

The mathematical content focus of this module is patterns, functions and algebra. Aligning with
the idea that ALL learners’ responses should be used to guide your reflective practice, in this
unit you will be encouraged to think about what learners need to know and also what can go
wrong when this topic is taught. You will be guided to read about the concepts relating to the
topic of patterns, functions and algebra (you need to know this content well yourself in order
to be able to teach it) and also the misconceptions that learners have in relation to the topic
(if you have some deeper knowledge of misconceptions that arise in the area you will be better
prepared to recognise and address them).

This module is divided into three learning units. These are made up of four or five themes that
correlate with chapters in your prescribed textbook. Remember that your success in this course
will be determined by the effort that you put in. You are again encouraged to complete the
required readings before you attend your lecture sessions. This will enable you to get involved
more deeply in the activities and class discussions that you are directed to by your lecturer.

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IIE Learn Module Outline TIMA6211

While it is acknowledged that you have used the Killen (2015) publication in your Intermediate
Phase Teaching and Learning (IPTL6111) module in first year, please know that this module is
not a repeat of that module. This module uses Killen’s generic principles and applies them very
carefully to the teaching of patterns, functions and algebra in the Intermediate Phase, and, as
such, should not simply entail the ‘teaching’ of the Killen (2015) textbook in lectures. It should
be used as a reference tool when critically looking at best practice in the teaching of patterns,
functions and algebra to learners in the Intermediate Phase.

May you be successful in your studies and may your Mathematics lessons always be powerful.

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IIE Learn Module Outline TIMA6211

Using this Module Guide

This module guide has been developed to support your learning. Please note that the
content of this module may be found in the prescribed material. You will not succeed in this
module if you focus on this document alone.

This document includes a basic outline of the content of your module and should be used to
guide your progress through the course of this module. In it, you will find a module pacer,
which outlines the suggested hours for each learning unit. Additionally, your pacer includes the
objectives that inform the cognitive levels that you will be expected to engage with specific
content. Please use these objectives to prepare for your assessments and ensure that you have
mastered them accordingly.

An assessment brief section, which outlines the Compulsory ICE Tasks and summative
assessments that you will need to complete for the module, is also included in this document.
Please consult with this section so that you are suitably prepared for your assessments.

Finally, this document also includes a short breakdown of each learning unit. These are likely
to include various activities and revision questions for each learning unit. Again, please use
these to guide your comprehension and mastery of the content of this module so that you can
successfully meet the outcomes and develop the skills related to this module.

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IIE Learn Module Outline TIMA6211

This Module on Learn

Learn is an online space, designed to support and maximise your learning in an active manner.
Its main purpose is to guide and pace you through the module. In addition to the information
provided in this document, you will find the following when you access Learn:

• A list of prescribed material;

• A variety of additional online resources (articles, videos, audio, interactive graphics, etc.)
in each learning unit that will further help to explain theoretical concepts;
• Critical questions to guide you through the module’s objectives;
• Collaborative and individual activities (all of which are gradable) with time-on-task
estimates to assist you in managing your time around these;
• Revision questions, or references to revision questions, after each learning unit.

Kindly note:

• Unless you are completing this as a distance module, Learn does not replace your
contact time with your lecturers and/or tutors.
• TIMA6211 is a Learn module, and as such, you are required to engage extensively with
the content on the Learn platform. Effective use of this tool will provide you with
opportunities to discuss, debate, and consolidate your understanding of the content
presented in this module.
• You are expected to work through the learning units on Learn in your own time –
especially before class. Any contact sessions will therefore be used to raise and
address any questions or interesting points with your lecturer, and not to cover every
aspect of this module.
• Your lecturer will communicate submission dates for specific activities in class and/or
on Learn.

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IIE Learn Module Outline TIMA6211

Icons Used in this Document and on Learn

The following icons are used in all your modules on Learn:

Icon Description

A list of what you should be able to do after working through the learning
unit.

Specific references to sections in the prescribed work.

Questions to help you recognise or think about theoretical concepts to be

covered.

Sections where you get to grapple with the content/ theory. This is mainly
presented in the form of questions which focus your attention and are
aimed at helping you to understand the content better. You will be
presented with online resources to work through (in addition to the
textbook or manual references) and find some of the answers to the
questions posed.

Opportunities to make connections between different chunks of theory in

the module or to real life.

Real life or world of work information or examples of application of theory,

using online resources for self-exploration.

REMEMBER:
You need to log onto Learn to:

• Access online resources such as articles, interactive graphics, explanations, video clips,
etc. which will assist you in mastering the content; and
• View instructions and submit or post your contributions to individual or group activities
which are managed and tracked on Learn.

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IIE Learn Module Outline TIMA6211

Module Resources
Prescribed Prescribed Material 1:
Material (PM) Killen, R. 2015. Teaching Strategies for Quality Teaching and Learning
for this Module 2nd edition. Cape Town: Juta. (PM1)

Prescribed Material 2:
Facer, M., Kruger, E., & Pretorius, J. 2012. Oxford Headstart
Mathematics, Learner’s Book. Grade 5. Cape Town: Oxford University
Press Southern Africa. (PM2)

Prescribed Material 3:
Facer, M., Kruger, E., & Pretorius, J. 2012. Oxford Headstart
Mathematics, Teacher’s Guide. Grade 5. Cape Town: Oxford University
Press Southern Africa. (PM3)

Prescribed Material 4:
Department of Basic Education. 2011. Curriculum and Assessment Policy
Statement Intermediate Phase Grades 4-6: English Mathematics.
Pretoria: Government Printing Works [Online]. Available at:
https://www.education.gov.za/Portals/0/CD/National%20Curriculum%2
0Statements%20and%20Vocational/CAPS%20IP%20%20MATHEMATICS
%20GR%204-6%20web.pdf?ver=2015-01-27-161430-553 [Accessed 12
January 2022]. (PM4)

Please note that this module guide is intended to support your learning –
the content of this module should be sourced from the prescribed
material. You will not succeed in this module if you focus on this module
guide only.
Recommended Please note that a number of additional resources and links to resources
Readings, may be provided throughout this module.
Digital, and Web You are encouraged to engage with these as they will assist you in
Resources mastering the various objectives of this module. They may also be useful
resources for completing any assignments. You will not, however, be
assessed under examination conditions on any additional or
recommended reading material.

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IIE Learn Module Outline TIMA6211

Module Purpose
The purpose of this module is for students to explore the use of a range of different
approaches to teaching Mathematics with a particular focus on patterns, functions and
algebra. Key elements of assessment and remediation, such as questioning and identifying
misconceptions to inform teaching and learning, are also examined.
Module Outcomes
Demonstrate knowledge and understanding of the concepts, principles and
MO1
practices of patterns, functions and algebra.
Design teaching and learning materials highlighting the relationship between
MO2
Mathematics and social, environmental, cultural and economic contexts.
Create Mathematical learning experiences by using a range of methodologies,
MO3
supported by technology where appropriate.
MO4 Critically evaluate the impact of Mathematics teaching on children’s learning.
Implement assessment strategies that effectively inform planning and
MO5
remediation in support of learning and teaching.

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IIE Learn Module Outline TIMA6211

Assessments
Integrated Curriculum Engagement (ICE)
Minimum number of ICE tasks to complete 4
(2 tasks out of the 4 tasks are compulsory)
Weighting towards the final module mark 10%

Portfolio of Evidence (PoE)

Assessment Type Assessment Name Marks Weighting
Summative Activity 1 100 90%
Assessment Activity 2

Duration 16 hours
Open/Closed book Open book
Prescribed texts;
Resources Required Module Guide; and
Own additional research.
Learning Units
All
covered

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IIE Learn Module Outline
Assessment Preparation Guidelines
• Your PoE will consist of two (2)
activities. In order to prepare you for
these activities, there will be two (2)
Compulsory ICE tasks that will be
done through the course of your
module at points indicated on the
assessment itself.
• The aim of the 2 Compulsory ICE
tasks is to render additional support
to you so that you can be able to
complete your Summative PoE
effectively.
• You will have 2 touchpoints in which
you will be able to receive feedback
for your Compulsory ICE task
submissions.
PS: Activities will only be marked on the
final summative submission.
© The Independent Institute of Education (Pty) Ltd 2022
TIMA6211
To prepare effectively for the PoE:
• Ensure that you work through all the
activities, exercises and revision
questions in the module guide and
prescribed materials.
• Make sure that you are able to answer
all of the objectives for each learning
unit.
• Complete all your ICE tasks.
• Attend all the touchpoints for the
feedback on your Summative POE
Tasks.
• Pay close attention to the instructions
in the PoE, as well as to the guidance
provided by your lecturer, prior to
submitting your Summative PoE.
• Work consistently throughout the
semester.
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IIE Learn Module Outline TIMA6211

Module Pacer
Code Programme Contact Sessions Credits
TIMA6211 BEI2 24 Contact + 3 8
Learn
Learning Unit 1 Introduction to Intermediate Phase Patterns, Functions, and
Algebra

Overview:

According to the Minimum Requirements of Teacher Education Qualifications document

(DHET, 2015), teachers need to have ‘a sound subject knowledge’ (p. 64). As such, you need
to ensure that you are au fait with the content knowledge of patterns, functions and algebra.
Furthermore, you need to have a sound knowledge of the curriculum requirements of
patterns, functions, and algebra in each of the grades of the Intermediate Phase. This
learning unit will help you to recap the major concepts involved in patterns, functions, and
algebra, as well as orientate you to the CAPS requirements for the content area.

You will likely spend 4 sessions on this learning unit.

Please work through Themes 1 and 2, together with the relevant sections of your prescribed
source/s.

The challenge you may experience in this learning unit relates to the concepts related to
patterns, functions, and algebra, and complex terminology that you may have to recall from
your school years. You may also struggle to see why you need to learn about these concepts
that are beyond the scope of Grade 4, 5, and 6, but remember that you need to know much
more than the learners do in order to teach them.

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Learning Unit 1: Theme Breakdown

Sessions: Theme 1: Patterns, Functions, and Prescribed Material (PM)
1-4 Algebra: a recap
Related LO1: Calculate the answers to Grade 5 PM2: Selected activities in
Outcomes: Patterns, Functions, and Algebra Term 1, 2, 3, and 4.
MO001 problems.
LO2: Describe how the answer was
obtained in selected cases.
LO3: Discuss the difficulties experienced
with the calculations.
Theme 2: Patterns, Functions, and PM4: Section 2
Algebra: CAPS analysis Section 3
LO4: Critically examine the conceptual
development of patterns, functions,
and algebra from Grade 4 to 6.
LO5: Demonstrate the progression of
conceptual complexity by designing
a series of activities on the same
topic.

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IIE Learn Module Outline TIMA6211

Learning Unit 2 Teaching Intermediate Phase Patterns, Functions, and Algebra

Overview:

This learning unit focuses on what effective teaching looks like in the context of patterns,
functions, and algebra, as well as how to select a suitable teaching strategy when planning
to teach patterns, functions, and algebra. You will also look at the role of technology in the
teaching of patterns, functions, and algebra.

You will likely spend 8 sessions on this learning unit.

Please work through Themes 1, 2, and 3, together with the relevant sections of your
prescribed source/s.

The challenge you may experience in this learning unit relates to the application of generic
teaching strategies, as presented in Killen (2015), to the specific area of patterns, functions,
and algebra. Remember that it is important for you to think carefully about how to teach
this content to these learners.

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IIE Learn Module Outline TIMA6211

Learning Unit 2: Theme Breakdown

Sessions: Theme 1: Effective Teaching and Learning Prescribed Material (PM)
5-12 in Mathematics
Related LO1: Discuss the features of effective PM1: Selected sections of
Outcomes: patterns, functions, and algebra Chapter 2
MO003 teaching. PM3: Selected sections
LO2: Describe the features of quality
patterns, functions, and algebra
learning.
Theme 2: Choosing a Teaching Strategy PM1: Selected sections of
LO3: Discuss the idea of ‘teaching for Chapter 2
understanding’ in the context of PM2: Selected sections
patterns, functions, and algebra. PM3: Selected sections
LO4: Describe the grounds for a teacher TE205
to choose a teaching strategy for
patterns, functions, and algebra.
LO5: Defend a decision about the
selection of a teaching strategy,
using evidence.
Theme 3: Using Technology to Teach PM1: Selected sections of
Patterns, Functions, and Chapter 2
Algebra
LO6: Argue the role of ICTs in the
teaching and learning of patterns,
functions, and algebra.

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IIE Learn Module Outline TIMA6211

Learning Unit 3 Developing Materials for the Real World

Overview:

This learning unit focuses on the development of teaching and learning materials that
highlight the relationship between mathematics and the social, environmental, cultural and
economic contexts. Remember that to make knowledge meaningful to learners, you need
to show them how it appears in real life, and how it is useful for real life. This learning unit
focuses on developing the ability to do just that!

You will likely spend 8 sessions on this learning unit.

Please work through Themes 1, 2, and 3, together with the relevant sections of your
prescribed source/s.

The challenge you may experience in this learning unit relates to developing the ability to
develop teaching and learning materials that help learners to see patterns, functions, and
algebra in the real world. It is important that you see that learning is more powerful when it
is meaningful for the learners.

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IIE Learn Module Outline TIMA6211

Learning Unit 3: Theme Breakdown

Sessions: Theme 1: Patterns, Functions, and Prescribed Material (PM)
13-20 Algebra and the Social and
Cultural Contexts
Related LO1: Discuss the application of patterns, PM1: Chapters 6-14
Outcomes: functions and algebra in the social PM2
MO002 and cultural contexts.
LO2: Design teaching and learning
materials that show the application
of patterns, functions and algebra
in social and cultural contexts.
Theme 2: Patterns, Functions, and PM1: Chapters 6-14
Algebra and the Economic PM2
Context
LO3: Discuss the application of patterns,
functions and algebra in the
economic context.
LO4: Design teaching and learning
materials that show the application
of patterns, functions and algebra
in economic contexts.
Theme 3: Patterns, Functions, and PM1: Chapters 6-14
Algebra and the PM2
Environmental Context
LO5: Discuss the application of patterns,
functions and algebra in the
environmental context.
LO6: Design teaching and learning
materials that show the application
of patterns, functions and algebra
in environmental contexts.

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IIE Learn Module Outline TIMA6211

Learning Unit 4 Assessment of Patterns, Functions, and Algebra

Overview:

This learning unit focuses on the assessment of patterns, functions, and algebra in the
Intermediate Phase. You will be required to look at the general principles of assessment in
the context of Intermediate Phase patterns, functions and algebra.

You will likely spend 7 sessions on this learning unit.

Please work through Themes 1 and 2, together with the relevant sections of your prescribed
source/s.

The challenge you may experience in this learning unit relates to understanding how
assessment can be used to inform future teaching practice. You need to come to the
understanding that assessment is not testing, and that it has an integral and fundamental
role to play in teaching and learning.

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IIE Learn Module Outline TIMA6211

Learning Unit 4: Theme Breakdown

Sessions: Theme 1: Strategies for Assessment of Prescribed Material (PM)
21-27 Patterns, Functions, and
Algebra
Related LO1: Describe strategies for assessment PM1: Chapter 15
Outcomes: of Intermediate Phase patterns, PM4
MO004 functions, and algebra.
MO005 LO2: Create an assessment that assesses
learners’ understanding of patterns,
functions, and algebra.
Theme 2: Evaluating the Impact of PM1: Chapter 15
Assessment
LO3: Discuss the idea of ‘authentic
assessment’ in the context of
patterns, functions, and algebra.
LO4: Report on strategies for teachers to
use in order to evaluate the impact
of their teaching.

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