Teaching Intermediate Phase

Mathematics 1A
LEARNING UNIT 1 - Exploring the Big Ideas in Mathematics

Introduction

While numeracy and mathematics share a close relationship, they are not the same
thing. Numeracy involves several mathematical abilities, but rests on responding to a certain
context and problem. All adults should have the numeracy skills and understanding that allow them
to critically think about numeric, spatial and statistical information in their everyday lives so they
can make informed and suitable decisions.

In this learning unit, we will investigate the key ideas in numeracy in order to gain a
better understanding of what it means to be numerate and to have critical numeracy. First, we will
look at how to apply numeracy to different areas of the curriculum. Then we will consider how
to develop a good sense of numbers, and how this sense of numbers can help us in our daily
tasks. Next, we will look at a sense of measurement and geometric awareness as part of numeracy.
Finally, we will discuss the importance of statistical fluency and an understanding of the basic
concepts of probability.

Learning Unit Objectives

On completion of this learning unit, you should be able to:

• Describe the relationship between Mathematics and Numeracy;

• Recognise the opportunities and challenges that arise from connecting Mathematics and
Numeracy to all subjects;

• Illustrate what is involved in having a well-developed sense of numbers with reference to the
following;

o Number meaning;Number relationships;

o Number magnitude;

o Operations involving numbers;

o Referents for numbers and quantities;

• Use gamification as a strategy to develop early number sense;

• Define the concept of measurement;

• Examine what attributes are and their presence across dimensions;

• Develop a sense of the appropriateness of units and the need for unit standardisation;

• Unpack number as the product of measurement and how this quantifies attributes of the
geometric object;

• Explore Transformation, 2-D and 3-D shapes, Triangle and Area;

• Explain statistical literacy using everyday statistical examples;

• Outline the concepts of statistics and probability with reference to the following:

o Data and presentation

o Range, Mean, Median, and Mode

o Sample space and events

• Discuss the key steps to teach statistics and probability.

For this Learning Unit in Learn

Themes: 4

Number of activities: 4

Time-on-task for activities: 7 Hours 30 minutes

LEARNING UNIT 2 – Mathematics in School

Introduction

Teachers of mathematics should not only be able to do arithmetic, but they should understand
why and how they are teaching the subject. It is very important that teachers reflect on their own
beliefs and ideas of learning and teaching, as these directly affect what happens in the classroom.
More than ever, we must aim to make mathematics a subject that can be enjoyed and applied by all
students. As a prospective teacher, this will be part of your important task. A good understanding of
the subject content combined with sound pedagogy, sincere enthusiasm and a genuine interest in
your pupils will go a long way to help you become a teaching professional.

In this learning unit, we will take a closer look at mathematics as a subject and its role in today’s
society. We look at learning through different lenses, and consider how our views of learning
affect our views of teaching. You will have the opportunity to develop your own theory of
learning in mathematics. Finally, we reflect on the
necessary behaviours, knowledge and qualities that combine to form a professional teacher of
mathematics.

Learning Unit Objectives

On completion of this learning unit, you should be able to:

• Outline the main components and historical development of Mathematics as a subject;

• Describe the contributions of Mathematics to society and the role of school Mathematics in
a future-oriented curriculum like CAPS;

• Describe the possible impacts of content knowledge, pedagogy and social context on
Mathematics teaching and learning;
 • Apply different theories of learning to explain provided mathematical learning scenarios;

• Articulate a personal theory of Mathematics learning;

• Illustrate how beliefs about Mathematics, Mathematics learning and Mathematics underpin
Mathematics teaching;

• Explain the roles that assessment, planning and different types of knowledge play in effective
Mathematics learning;

• Discuss the principles and environment required for effective Mathematics teaching; and

• Reflect on the professional knowledge, personal attributes and professional practices that
are recommended for Mathematics teachers in terms of your own development.

For this Learning Unit in Learn

Themes: 4

Number of activities: 5

Time-on-task for activities: 8 Hours

LEARNING UNIT 3 – Understanding the Challenges and

Opportunities

Introduction

In this learning unit, we explore the challenges and opportunities of teaching and learning
mathematics. While we may consider the mathematics classroom objectively, we also need to
consider the details of how we learn and teach mathematics. We need to consider how people
think about, interact with and feel towards mathematics. As teachers, we also need to think about
how these challenges and opportunities can direct our teaching and our interaction with
our learners, the classroom situation and the mathematical content that we are teaching.

In this learning unit, we will look at how we think in a mathematical way, and how
to incorporate this knowledge into our teaching. We will also consider mathematics as a way
of expressing our surroundings, and how this has been used by different cultures. Further, we will
reflect on using representation to move from concrete to abstract thinking in mathematics. We will
also look at the purpose and efficient application of assessment and reporting, and finally explore
diversity in the mathematics classroom.

Learning Unit Objectives

On completion of this learning unit, you should be able to:

• Articulate strategies to solve mathematical problems;

• Recognise the stages of gathering data, making generalisations, justifying conjectures and
communicating thinking;

• Discuss the view of Mathematics as a universal language;

• Develop an understanding of Mathematics as a way of describing the world and the role
Mathematics has played historically in all cultures;

• Explain the role communication plays in the teaching and learning of Mathematics;

• Recognise the role of representing materials, languages and recording in learning and
assessing Mathematics;

• Illustrate the different modes of learning and the role research plays in understanding how
learners engage with representations;

• Develop an understanding of the nature and purpose of assessment and reporting;

• Reflect on best practice examples, especially in relation to enhancing learner-learning; and

• Explain your understanding of the diverse approaches that learners take in engaging with
Mathematics.

For this Learning Unit in Learn

Themes: 5

Number of activities: 5

Time-on-task for activities: 9 Hours