Competences

a. Actively involve spectators/learners to observe the world around them and note the relevance of mathematics to everyday life
b. Enable and encourage learners to formulate problems that arise out of real-life situations
c. Recognise how the role of enabler/explainer/educator and spectator/learner is determined by different educational engagement approaches
d. Create authentic tasks that ensure spectators’/learners’ engagement and involvement in their learning through Inquiry Based Learning
e. Analyse the level of difficulty, complexity and cognitive demand of authentic tasks
f. Allow for learner variability by gauging everyday tasks to the level of cognitive ability of the spectators/learners
g. Make connections between different areas of Mathematics and between Mathematics and other subjects in the formulation of authentic tasks
h. Devise rubrics that can be used with authentic tasks for formative evaluation of what the spectator/learner have learnt from the experience.

Knowledge

a. Identify the relationships between authentic task related variables, student learning and application of mathematical knowledge
b. Associate tasks with their learning intentions and success criteria
c. Recognise the advantages of teaching Mathematics through IBL.
d. Develop knowledge of UDL principles that allow for multiple means of representation and engagement
e. Recognise the advantages of building upon prior knowledge and interest of learners
f. Develop knowledge on how to apply formative assessment practices to promote learning, provide feedback and ensure learner engagement
g. Develop knowledge on how to construct rubrics

Skills

a. Evaluate the importance of integrating inquiry-based learning into the teaching of Mathematics and other stem subjects.
b. Differentiate between authentic tasks of low/high level difficulty tasks, low/high level complexity tasks and between structured/unstructured tasks.
c. Design unstructured authentic tasks that make mathematics meaningful and enjoyable.
d. Establish a environment of inquiry in which learners experience Mathematics as a subject of exploration.
e. Construct productive tasks that take into account learner’s prior knowledge and learner variability
f. Establish a set of criteria aligned with targeted learning outcomes to consistently evaluate learning
g. Compile rubrics that can be used with authentic tasks