MAT5165 - Course Outline
MAT5165 - Course Outline
Competency:
Develop mathematical education in the learners in secondary school; especially those in the process of becoming
mathematics teachers, for those who are already experienced who want to contemplate a change to mathematics
teaching and for those who are in their early stages of their mathematics teaching careers.
Purpose:
Learners credited with this unit standard would have acquired skills and knowledge to instigate and complement good
mathematics teaching practice in their classrooms. This will lead them to different activities that they will do to plan
effective lessons, develop reliable resources, teach the lessons to peers, improve awareness of teaching situations and
strategies, manage mathematics classroom effectively, communicate the language of mathematics effectively and use
various approaches to teach & learn mathematics.
Key Outcomes
As a result of their participation in this course, it is anticipated that course participants will be able to:
1. Use their knowledge of lesson preparation, to prepare lessons for secondary mathematics.
2. Use appropriate teaching strategies to cater for individual differences in pupils and groups of pupils.
3. Deliver planned lesson in the given time.
4. Becoming familiar with secondary mathematics curriculum materials.
5. Evaluate their own and their peers’ teaching so as to improve their future performance.
6. Develop awareness of the need for efficient planning and preparation as this is central to avoid classroom
management problems.
Contents
Topics Objectives
Content 1 At the end of this topic, the students should be able to:
(a) Give an account of the teaching and learning mathematics in the secondary school.
Beginning
(b) Discuss about the qualities of a good mathematics teacher.
Mathematics
Page 1 of 3
(c) Discuss about the content of a good mathematics lesson.
Teaching
Content 2 At the end of this topic, the students should be able to:
(a) Explore different lesson plan format and adopt one or two that are most suitable for their
Lesson
context
Planning in
(b) Identify different types of questions that can be asked before proper planning begin
Mathematics
(c) State the importance of planning
(d) Investigate the different levels of planning
(e) Plan different types of lessons
(f) Outline the different methods appropriate to meet the needs of the students
(g) Formulate proper learning aims and objectives for mathematics lessons
(h) Plan for effective lesson beginnings and endings
(i) Planning for effective conceptual development. This include; the role of prior knowledge
in mathematics, application of real life situation in the classroom and explore various
strategies that can be used in the classroom.
Content 3 At the end of this topic, the students should be able to:
(a) Investigate how the language of mathematics is used for communication
Communication,
(b) Explore the ways in which communication is used in mathematics
Language and
Mathematics
Content 4 At the end of this topic, the students should be able to:
(a) Describe the different methods that are useful to manage a mathematics classroom
Managing The
(b) Explore the different strategies that can be used to make mathematics classroom more
Mathematics
effective
Classroom
Assessment
Page 2 of 3
Key Reference
Barry K & King, (19…), Beginning Teaching and Beyond, Social Science Press Sidney
Herring T & J., Sparrow L. & Oliver R. (1987), CD-ROM Package: Investigating Teaching Strategies in The
Rayner. D. (2016), Complete Mathematics for Cambridge IGCSE (Core), UK; Oxford University Press
Reys R., Lindquist M., Lambdin D. et al, (2009), Helping Children Learn Mathematics, John Wiley & Sons, United
States
Seychelles National Curriculum – Secondary Mathematics (2001), Ministry of Education Human Resource
Development
Tanner H. & Jones S., (2000), Becoming A Successful Teacher of Mathematics, RoutledgeFalmer, Great Britain
https://www.learnalberta.ca/content/mewa/html/teaching/models.html
Page 3 of 3