SAIDE

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 the implications of the fundamental assumption in this module – that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on

This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on

The detailed description describes the content of the solutions unit.

The contents to the solutions unit is available in the full description.

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?

This unit explores outcomes-based assessment of mathematics in terms of five main questions.

This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? What to assess? 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.