SAIDE

In this unit, the shift from the rule-based, teaching by telling approach to a problem-solving approach to mathematics teaching is explained and illustrated with numerous mathematics examples.

In this unit, the shift from the rule-based, teaching by telling approach to a problem-solving approach to mathematics teaching is explained and illustrated with numerous mathematics examples.

In this unit, the theoretical basis for teaching mathematics – constructivism – is explored. Varieties of teaching strategies based on constructivist understandings of how learning best takes place are described

The content of solutions unit Two is available in the detailed description.

The content of this solutions unit is available in the detailed description.

In this unit, the theoretical basis for teaching mathematics 'constructivism' is explored. Varieties of teaching strategies based on constructivist understandings of how learning best takes place are described

The content of the solutions unit One is available in the detailed description.

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities; Step-by-step mathematical solutions to the activities; Annotations to the solutions

This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to

This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to