Unit 1: Exploring what it means to ‘do’ mathematics
This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics.

Unit 2: Developing understanding in mathematics
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.

Unit 3: Teaching through problem solving
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.

Unit 4: Planning in the problem-based classroom
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.

Unit 5: Building assessment into teaching and learning 
This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess?; What to assess? ; How to assess?; How to interpret the results of assessment?; and How to report on assessment?.

Unit 6: Teaching all children mathematics
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.