UNISA Mathematics Education Course Module 2021 – 2022
| Pre-Algebra and Algebra Education in Intermediate and Senior Mathematics – MAE201M | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To enable students to: understand the development of algebraic thinking processes in young children.; develop algebraic reasoning as a way of understanding mathematics; understand and use patterns relations and functions; become proficient in algebraic language and symbolising; represent and analyse mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyse change in various contexts. | |||
| Statistics Education in Intermediate and Senior Mathematics – MAE202N | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To enable students to apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life-related problems; apply various techniques to data to establish statistical models for specific purposes, and to investigate life-related problems; use experiments, simulations and equally likely events to explore probability models, make predictions and study problems; investigate probability distributions and critique and explore probability models and predictions. | |||
| Basic Financial Mathematics in Intermediate and Senior Phase – MAE203P | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To enable students to teach Financial Mathematics with confidence and competence; to make informative decisions regarding financial planning and hence become responsible citizens; to use technology such as calculators and spreadsheets to do calculations regarding budgets, loans, simple and compound interest, hire purchase, exchange rates, commissions, rentals and banking and to enable students to solve problems in economic issues and contexts. | |||
| Technology and Media in Intermediate and Senior Phase – MAE204Q | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To enable teachers to master the use of the following technology in the teaching of mathematics: a basic pocket calculator, and a computer with the following programs: Geometer Sketchpad, Fathom, spreadsheets, word processing (MS Word, Word perfect) and basic computer skills. To enable them to use technology as a proper tool to deepen the conceptual understanding of learners in mathematics. To master technology in the teaching profession and to progress further in their professional development. | |||
| Geometry (Mathematics 218 for BEd) – MSE2183 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Pre-requisite: MAT1503 (or MAT103N), MAT1512 (or MAT112P)& MAT1613 (or MAT113Q) | |||
| Purpose: To provide underqualified Mathematics teachers with Geometry content and the necessary geometrical experiences which will enable them to teach geometry with confidence up to grade 12. | |||
| Mathematics Teaching (Intermediate and Senior Phase) – PST201F | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PST103E, PST131J, PST104F & EDA3046 | |||
| Purpose: To gain insight into the methodology of teaching mathematics: Problem solving and problem-centred approach; strategic teaching and learning; language, culture and world view (knowledge systems for number and space); number and spatial skills; assessment. | |||
| FET Subject Didactics Mathematical Literacy – SDMATLK | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Year module | NQF level: 6 | Credits: 12 |
| Module presented in English | |||
| Pre-requisite: Mathematics 2 or Statistics 2 or Applied Mathematics 2 | Co-requisite: PTEAC1X | ||
| Purpose: To enable students to teach Mathematical literacy as a school subject. | |||
| Analyse the Impact of the Curriculum on Effective Mathematical Practices – HBEDAIQ | |||
|---|---|---|---|
| Honours | Year module | NQF level: 7 | Credits: 24 |
| Module presented in English | |||
| Co-requisite: HBEDTRD | |||
| Purpose: To analyse critically the different components of a mathematics curriculum, as well as the nature of different perspectives on mathematics curricula. Learners will free themselves from the traditional curriculum and teaching approach by understanding the CAP. This successful implementation of the CAP is dependent on a broader understanding of the possibilities of the positive influence of the Reform movement in Mathematics Education. The Hons BEd (Mathematics Education) will provide professional educators and teachers at a post-graduate level with a clear understanding of the impact and nature of the Reform movement in Mathematics Education on school mathematics curricula. They will be enabled to analyse and assess learners’ performances by using appropriate measuring instruments. This will improve their ability to teach for understanding. | |||
| Numbers and Operations in Intermediate and Senior Phase – MAE101J | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To enable students to develop good insight into the nature of number and number systems in these two phases. They will know the history and historical development of numbers and number systems and how we arrived at what we have today. The students will know how young children learn about numbers and the accompanying operations, what the nature of number problems is in algebra at this phase, and how to fill the gap between arithmetic and algebra. The module will enable the students to understand and teach the problematic areas of fractions to the young learners in a meaningful way. This will be done in a problem-centred way which enhances the quality of mathematical thinking of the young learners. | |||
| Analyse Modelling in School Mathematics – HBEDAMU | |||
|---|---|---|---|
| Honours | Year module | NQF level: 7 | Credits: 36 |
| Module presented in English | |||
| Co-requisite: HBEDTRD | |||
| Purpose: To identify the nature and quality of mental models and schemata in Mathematics Education. Studying the relationship between modelling, symbolising and problem solving will reveal to them the deeper nature and value of pedagogical content knowledge in Mathematics Education. Misconceptions will provide powerful teaching opportunities to adjust and strengthen mental models about specific mathematics concepts. The Hons BEd (Mathematics Education) will provide professional educators and teachers at a post-graduate level with a clear understanding of the way knowledge in Mathematics Education are formed, how students understand mathematics and how they represent their understanding. This module includes a research report. | |||
| Spatial Development, Geometry and Trigonometry in Intermediate and Senior Mathematics – MAE102K | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To enable teachers to master the basic aspects of spatial development, geometry and trigonometry education and to use them in real-life situations. | |||
| Teaching Mathematics ( SP Subject Didactics) – LADMMM6 | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in Afrikaans,English | |||
| Pre-requisite: Mathematics 1 | Co-requisite: PTEAC2Y | ||
| Purpose: To provide student teachers with the necessary knowledge, skills and applied competences to enable them to be competent teachers of mathematics in Grade 7 to Grade 9. | |||
| Measurement in Intermediate and Senior Mathematics – MAE103L | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To enable students to develop a good conceptual insight into the field of learning and teaching measurement. Students will be oriented to learn that Measurement has a close relationship with the real world outside the classroom. The translation of units and the ability to estimate accurately within every section are important skills to master. Students will be empowered to be skillful citizens in the public arena. | |||
| FET Subject Didactics Mathematics Education – SDMAT04 | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | |||
| Pre-requisite: Mathematics 2 | Co-requisite: PTEAC1X | ||
| Purpose: To provide Mathematics teachers-in-training with the necessary knowledge and experience to teach the subject with confidence to learners up to grade 12, utilising OBE principles to facilitate problem-solving approach within the context of CAPS. | |||
| Assessment in the Intermediate and Senior Mathematics – MAE104M | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To enable students to support the learning of important mathematics through assessment and furnish useful information to both teachers and learners. This module will enable the student to address how assessment should: reflect the mathematics that students should know and be able to do; enhance mathematics learning; promote equity; be an open process; promote valid inference; be a coherent process; reflect on his/her own teaching. | |||
| Learning and Teaching of Intermediate and Senior Mathematics – ACEME1C | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: Learning and Teaching Models. The nature and promotion of Mathematical Thinking. Modelling. Curriculum development. Teaching strategies and lesson plans. Material development. Context and OBE. Problem solving. Mathematical knowledge, skills and values. Continuous assessment. Baseline assessment. Diagnostic assessment. Formative assessment. Summative assessment. Systemic assessment. Methods, techniques and tools for assessment activities. Design of instruments for assessment. | |||
| Algebra for Intermediate and Senior Teachers – ACEME2D | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: Numeration systems, number and numeral. Ancient numerations systems – Greek, Eqyptian, Babylonian, Mayan Roman. n How to use concrete material in the teaching of basic number concepts; Operations – the four basic operations in Mathematics; How to teach operations for understanding; Problem solving skills in teaching of number and operations; Different models of fractions; Fractions: Common, desimal and percentage and computations involving these. The different structures in the teaching of multiplication/division and addition/subtraction; Ratio and proportion; Numerical and geometrical patterns; Algebraic thinking processes; Linear and quadratic equations, expressions and functions; Interpretations of linear and quadratic functions. | |||
| Spatial Development for Intermediate and Senior Teachers – ACEME3E | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: A learning and teaching theory for spatial development; Curriculum work about different spatial developmental strands: visual (sight), space and shape, and location (position); The use of Geometer’s Sketchpad; Basic geometry; Basic trigonometry; Basic analytical geometry; Arbitrary units; Length; Area; Volume and capacity; Mass and weight; Time; Angles; Standard units for measurement; Estimation and error; Developing formulae. | |||
| Mathematical Practices for Intermediate and Senior Teachers – ACEME4F | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: Criteria for successful INSET projects; Basic research strategies; Completion of classroom based research project; Criteria for a portfolio; Completion of own portfolio to illustrate own classroom practices; Preparation and planning to teach effective mathematics from the portfolio; The professional development of the Mathematics Teacher; The nature and role of teaching practice. The working and use of a basic pocket calculator as a teaching and learning tool in mathematics; Geometer’s Sketchpad; Fathom; Basic computer skills; Spreadsheet; Word processing. | |||
| Basic Statistical and Financial Education – ACEME5G | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English | |||
| Purpose: Collect and representing data in graphs, statistical tables and diagrams; Averages; Measures and centre, and spread; Probability of a single event; Simulations to construct empirical probability distributions; Relative frequency and basic probability, make and test of conjectures; Sampling, and sampling techniques; Buying and selling; Profit and loss; Budgets; Reading and interpreting accounts; Loans; Simple and compound interest; Hire purchase; Exchange rates; Commission; Rental and banking; Origin of money and financial systems. | |||
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