Saide

Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.

Being a Teacher: Section Two - Being a teacher in South Africa. This section is not as strongly rooted in South Africa as its title suggests. It addresses the basic question of what it means to be a teacher in a broader social setting.

Being a Teacher: Professional Challenges and Choices. This section argues the case for studying what ‘being a teacher’ means in relation to national needs and those of individual learners, and explains how the writers intended the module to be tackled.

Being a Teacher, Professional Challenges and Choices. Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to

This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess

In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and co-operative learning in the mathematics class, as well as the role of practice in problem-based mathematics classes.