Competences

a. Extend syllabus-bound activities and textbook-based activities to real life mathematical application so as to generate a more holistic childhood development;

b. Formulate a weekly scheme of work (covering one week) which includes the inter-linking of different topics, and later self-reflect on this task;

c. Support students in the classroom by linking what has been done in previous years to what will be covered in future years, hence serving as a medium between year groups and learning outcomes, according to the content and outcomes of the framework;

d. Enhance the understanding of common Mathematics difficulties and misunderstandings by solidifying one’s own perception and relationship to the subject content.

Knowledge

a. Develop an understanding of the history of mathematics education;

b. Explain theories related to how humans develop an understanding of specific topic in the topics taught such as Van Hiele’s model for shapes and use this knowledge as background when creating activities;

c. Communicate various arguments that show that Mathematics education must be a crucial part of the primary education curriculum;

d. Reference the different learning outcomes as well as the key vocabulary related to mathematics;

e. Develop a knowledge of numerous learning opportunities that have been outlined in the syllabus;

f. Develop an understanding of how various mathematical topics can be interrelated;

g. Identify the content which educators are encouraged to cover through the maths learning outcomes framework.

Skills

a. device attractive, student-centred lessons and classroom activities which are inter-linked and meaningful to the learners’ realities;

b. create anchor tasks that are related to the different topics in the syllabus and can be used to introduce a lesson as a strategy for engaging the learners;

c. broaden the learners’ basic numeracy skills to a deeper understanding of mathematical concepts, principles and applications.

d. prepare mathematical lessons number and place value, addition and subtraction, multiplication and division, fractions, decimals, percentages and proportion, mass, capacity, length, perimeter and area, time, money, shapes and symmetry, position, direction and angles as well as tables, graphs and averages.

e. prepare activities which comprise a range of tasks and problems and entail the application of a number of mathematical ideas.

f. evaluate and select useful multisensory resources for each of the topics dealt with which will help them to ensure that a Concrete Pictorial Approach is always maintained;

g. evaluate and choose a bank of activities that may be used as part of a continuous assessment approach for each of the topics covered.