Anesthesiology

Further Education and Training (FET) Maths Literacy ACE (Two units) (University of KwaZulu (UKZN) Natal, Pinetown, South Africa) Adapted by Sally Hobden. 

The ACEMaths materials were used at UKZN by lecturers involved in the presentation of a re-skilling ACE, aimed to enable teachers to qualify as maths literacy teachers. Sally Hobden prepared a module guide which incorporated much of ACEMaths Unit Four, in combination with extracts from units one, two and three. The adaptation was versioned to include maths examples and activities appropriate to the FET Maths Literacy teacher.

Junior Primary Mathematics was developed for in-service training of junior primary/foundation phase teachers in South Africa in the late 1990s. However, with the exception of Chapter Three, the topics and approaches will be useful for the training of junior primary mathematics teachers in other African countries. In order to adapt the book, Chapter Three could simply be replaced with a chapter covering the scope and expectations of the national curriculum in the particular country for which it is intended.A pdf version of the resource is also available.

Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).

The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.

This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.

Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).

The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.

This unit is designed to give you some insight into a few specially chosen ancient numeration systems.

Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).

The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.

Learners need to be exposed to a range of activities and conceptual teaching on fractions as parts of wholes, ratios, decimals and percentages in order to develop fully their understanding of multiplicative reasoning and rational numbers. This unit looks at sound methods for the teaching of fractions to young learners.

Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).

The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.

In this very short introductory course on statistics, we will outline the most important terminology which is often used in statistics, we will look at ways of representing information and then we will look very simply at some statistical interpretations of given information.

Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).

The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.

In the first section of this unit we will look at the conceptual groundwork needed for the topic of measurement. In the second part of the unit we will investigate some of the conservation tests for measurement concepts. These give us a way to establish whether or not a learner has understood a certain measurement concept.

Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).

The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.

Educating Our Future, the National Education Policy document, states, “A fundamental aim of the curriculum for lower and middle basic classes is to enable pupils to read and write clearly, correctly and confidently in a Zambian language and in English, and to acquire basic numeracy and problem-solving skills.” What do we mean when we say a person is numerate?

This module explores the answer to this question by investigating both WHAT to teach and HOW to teach Mathematics effectively.

After completing this module, teachers will be able to:

• Communicate effectively with pupils in their class to facilitate learning of mathematics
• Assess and analyse learning difficulties of their pupils and provide the necessary remedies
• Teach lower basic classes mental arithmetic and estimation skills and problem-solving
• Create activities for teaching mathematics practically
• Teach Mathematics effectively to Lower and Middle basic classes: using a variety of learner-centred techniques.

The work of Basil Bernstein arguably tells us more about curriculum than any other writer. He provides a well-developed set of concepts and criteria for understanding curriculum (and for doing research), and his work has been particularly influential in developing countries.  Professor Ken Harley prepared this outline to support teacher educators to build a module on Curriculum from Open Educational Resources.

The primary aim of this module is to empower teaching practice supervisors and school-based mentors to develop and implement appropriate mentoring programmes to support teaching practice placements in schools. However, as will be seen, the competences associated with mentoring can also be applied more widely.
The learning guide of this module addresses four key questions as follows:

• What has changed/is changing in the schooling system and what are the roles of supervisors and school-based mentors?
• What is mentoring?
• What are the personal and professional qualities of effective mentors?
• How can we manage the establishment, monitoring and evaluation of a school mentoring programme to support teaching practice placements?

In this Iomthamo, learners will think about, and try out, ways of organising learners into groups in the classroom, in order to help them to learn more actively and effectively. When teachers have completed Iomthamo, they should be able to:

• Plan an activity involving small group work;
• Organise and implement the activity;
• Critically evaluate what happened and why it happened.

Lomthamo is the second in the "Helping Learners Learn" strand. In lomthamo, teachers will look at learner-centredness.

In lo mthamo, teachers will look more closely at the languages you use in your classroom. These are called the Languages of Learning and Teaching (LOLT). The term previously used was 'medium of instruction'. Discussion will be held as to which language is the LOLT which helps learners to learn best.

In this umthamo, we will think about, and try out, ways of organising learners into groups in the classroom, in order to help them to learn more actively and effectively along these lines.

In this umthamo, we will consider ways of making sure that there are 'resources' in our classrooms from which learners can learn independently, without direct supervision from the educator.

This umthamo connects with and expands upon the imithamo on Curriculum and also on many other imithamo in other strands of the course. However, the authors believe that curriculum is the actual day-to-day activities of l earners and teachers constructing knowledge together. This takes place within their specific context, based on certain values, beliefs and principles. It may be guided by certain 'Curriculum documents,' but these only have life and bear fruit in the context of the classroom.

This umthamo offers you the opportunity to look at how 'inclusive' your classroom is, and to try to make it more 'inclusive'.

• Does your classroom welcome all kinds of learners, or does it favour some more than others?
• Does your classroom atmosphere help each learner to feel that he or she 'belongs', and has a part to play in the activities, even if he or she is not academically gifted, physically strong, or socially successful?
• Are the activities in your classroom such that they enable all kinds of learners to learn, in their own unique ways?