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 to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

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 to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

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 ÔdoingŐ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.

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.

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 to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities

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

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

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 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.

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

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 to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

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 to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

This unit explores the implications of the fundamental assumption in this module Đ 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.

This unit explores the implications of the fundamental assumption in this module Đ 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.

This unit explores the implications of the fundamental assumption in this module Đ 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.

This unit explores the implications of the fundamental assumption in this module Đ 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.

This document sets forth an ambitious vision for the role of higher education and its collaborations with other stakeholders in working to support the effective implementation of the CCSS. The work in this discussion paper was undertaken by The Leadership Collaborative (TLC) and was supported by a Mathematics & Science Partnership grant from the National Science Foundation. The TLC is part of the Science and Mathematics Teacher Imperative (SMTI), an initiative of the Association of Public and Land-grant Universities, 125 public research universities, and 12 university systems to transform middle and high school science, technology, engineering and mathematics (STEM) education by a new generation of world-class science and mathematics teachers.

An online, video-based methods course focusing on best practices in foreign language education for assessment.