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This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of...
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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? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
Material Type:
Tutorial
Author:
South African Institute for Distance Education
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Five: Assessment Into Teaching and Learning (pdf)"
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This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes...
see more
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? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).
Material Type:
Tutorial
Author:
Sapire, Ingrid
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Five: Building assessment into teaching and learning (Word)"
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In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and...
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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.
Material Type:
Tutorial
Author:
Sapire, Ingrid
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Four: Planning in the problem-based classroom (pdf)"
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In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and...
see more
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.
Material Type:
Tutorial
Author:
South African Institute for Distance Education
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Four: Planning in the Problem-Based Classroom (word)"
User Rating for material titled "Ace Maths Unit Four: Planning in the Problem-Based Classroom (word)"
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This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the...
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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 teaching mathematics that focuses on ‘doing' mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.
Material Type:
Tutorial
Author:
Welch, Tessa; Sapire, Ingrid
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (pdf)"
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This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the...
see more
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 teaching mathematics that focuses on ‘doing’ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.
Material Type:
Tutorial
Author:
Welch, Tessa; Sapire, Ingrid
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (Word)"
User Rating for material titled "Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (Word)"
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This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics,...
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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 how teachers can adapt their lessons according to the specific needs of their learners.
Material Type:
Tutorial
Author:
South African Institute for Distance Education
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Six: Teaching All Children Mathematics (pdf)"
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This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics,...
see more
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 how teachers can adapt their lessons according to the specific needs of their learners.
Material Type:
Tutorial
Author:
South African Institute for Distance Education
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Six: Teaching All Children Mathematics (word)"
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This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics,...
see more
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 how teachers can adapt their lessons according to the specific needs of their learners.
Material Type:
Reference Material
Author:
Department of Education, South Africa
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Six: Teaching All Children Mathematics. Reading 1: Guidelines for Inclusive Learning Programmes (pdf)"
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This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics,...
see more
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 how teachers can adapt their lessons according to the specific needs of their learners.
Material Type:
Reference Material
Author:
Inglis, Judith
Date Added:
May 03, 2012
Date Modified:
May 03, 2012
Peer Review for material titled "Ace Maths Unit Six: Teaching All Children Mathematics. Reading 2: Understanding Intrapersonal Characteristics (pdf)"
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