Competences

• a)Develop structured schemes of work and lesson plans aligned with the Maltese Primary Mathematics Syllabus, ensuring problem-solving is central to lessons;
• b)Design and evaluate mathematical tasks that stimulate analytical reasoning, creativity, and higher-order thinking among students;
• c)Formulate purposeful questioning strategies that foster inquiry, reflection, and higher order thinking in mathematics lessons;
• d)Integrate and model the use of manipulatives to enhance conceptual understanding and support students build mental representations of mathematical ideas;
• e)Design experiential, multisensory resources that engage all students in active learning;
• f)Strategically integrate technology (such as the interactive whiteboard) and digital tools, to enhance conceptual understanding across diverse learning profiles;
• g)Implement and manage adaptive differentiation strategies to respond effectively to varied learning needs including advanced/gifted learners, and learners with Mathematics Learning Difficulties;
• h)Design and oversee formative and summative assessment procedures that evaluate students’ conceptual understanding, skills, and mathematical competences;
• i)Embed and reinforce mathematical language, terms and symbols across all instructional activities to strengthen conceptual accuracy and communication across all instructional activities to strengthen conceptual accuracy and communication.

Knowledge

• a)Interpret the attainment levels and corresponding learning outcomes (LOs) in the primary mathematics curriculum, to inform curriculum planning and assessment in line with national educational standards;
• b)Systematically engage with key theories related to the teaching and learning of mathematics in primary education (including the contributions of Skemp, Bruner, Piaget, Vygotsky, and Dienes);
• c)Analyse how these theories shape instructional strategies, curriculum design, and children’s mathematical understanding;
• d)Rationalise and justify pedagogical approaches for teaching the main components of mathematics: Number and Algebra, Geometry, Data Handling, and Measurement;
• e)Establish evidence-based approaches that emphasise mental work in mathematics to build fluency and strengthen learners’ foundational skills;
• f)Evaluate various questions that can be used to prompt higher-order thinking and deepen students’ understanding;
• g)Critically examine the theoretical principles of the CPA approach (Concrete, Pictorial, Abstract) in mathematics education, evaluating how progression through these stages support deep conceptual understanding and learner transition from concrete experiences to abstract reasoning;
• h)Appraise strategies to challenge and extend gifted students in mathematics, fostering deep understanding and advanced problem-solving skills;
• i)Analyse how to emphasise key mathematical language and symbols throughout lessons to promote accurate understanding and communication;
• j)Evaluate formative and summative assessment strategies, to measure and support students’ mathematical skills, knowledge, and competencies;
• k)Critically examine the affective domain in mathematics learning, analysing how emotions such as mathematics anxiety influence engagement and achievement, proposing responsive strategies to address these factors.

Skills

• a)Develop and implement lesson plans and schemes of work aligned with the Maltese Primary Mathematics Syllabus, ensuring that each lesson is structured, goal-oriented, and curriculum-based;
• b)Apply and interpret key theoretical perspectives in mathematics education to enhance teaching practice;
• c)Design and adapt focused mathematical activities across Number and Algebra, Geometry, Data Handling, and Measurement, ensuring that students develop a well-rounded understanding of each area;
• d)Design and evaluate differentiated learning tasks and strategies that promote higher-order reasoning, analytical thinking, and inclusive participation;
• e)Create and refine multisensory instructional resources that translate abstract mathematical ideas into more tangible experiences using the CPA approach;
• f)Employ a variety of AFL strategies that measure students’ understanding and progress, allowing for adjustments in instruction to meet their individual needs and learning levels;
• g)Emphasise key mathematical language to support effective communication and student comprehension;
• h)Generate actionable feedback that improves student learning outcomes by interpreting evidence from continuous assessment tools (including math trails, low floor/high ceiling tasks, maths journal, integrated maths tasks, quizzes).