Competences

a. Produce schemes of work and lesson plans that are aligned to the Primary Mathematics Syllabus or Learning Outcomes Framework;

b. Ensure that problem solving is at the heart of designed lessons;

c. Design, and eventually be able to make use of, mathematics activities including anchor tasks n their classrooms which are based on the appropriate pedagogical theories;

d. Reflect about the development of their lesson plans, and eventually their practice, through self-evaluation;

e. Execute strategies to differentiate between different types of learners in their classroom, e.g. auditory, visual and also advanced learners and learners with Mathematics Learning Difficulties;

f. Create resources for the use on the Interactive Whiteboard or on a computer;

g. Produce strategies to formatively and summatively assess the learners’ grasp of mathematical knowledge, concepts, skills and competences;

h. Manage anchor/problem solving tasks in the classroom;

i. Plan to ask the right questions to get the learner to engage in higher order thinking;

j. Select and use appropriate manipulatives such as Base Ten Blocks to support the learner’s learning structure and help him/her build mental representations of the concept at hand.

Knowledge 

a. Define appropriate ways of setting up a mathematics scheme of work and a lesson plan for the primary classes;

b. List suitable strategies for teaching the main components of mathematics, namely, Number and Algebra, Geometry, Data Handling and Measure;

c. Describe ways of emphasising Mental work;

d. List different resources that may be used to teach mathematics more effectively such as Base Ten Blocks and Cuisenaire Rods;

e. Define what a mathematics register is;

f. Describe how key mathematics language should be emphasised upon;

g. Identify appropriate Assessment Methods which assess for mathematical skills, knowledge and competences;

h. Define the importance of the affective domain in the learning of mathematics and the impact mathematics anxiety may have on learning.

Skills

a. Prepare schemes of work and lesson plans which are mapped to the Primary Mathematics Syllabus;

b. Design problem tasks which support analytical higher order thinking and reasoning skills and recall a set of heuristics as problem solving strategies which they may suggest to their learners in the classroom;

c. Create teaching/learning resources in relation to the different lessons developed;

d. Demonstrate an understanding of the importance of the affective domain in mathematics learning;

e. Prepare a plan for focusing on key mathematical language in their lessons;

f. Plan different activities for various areas of mathematics learning including number and algebra, geometry, data handling and measures;

g. Plan different forms of assessment for the different areas of mathematics learning;

h. List different questions that may be asked to engage learners in higher order thinking;

i. Label a list of maths resources which can be used to provide an experiential and multisensory learning situation such as Base Ten Blocks