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  3. University Of South Africa (Unisa)
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  5. SDMAT04 - FET Subject Didactics Mathematics Education (SDMAT04)

Summary

Summary SDMAT04 Common Questions and Answers

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  • Module
  • SDMAT04 - FET Subject Didactics Mathematics Education (SDMAT04)
  • Institution
  • University Of South Africa (Unisa)

This PDF contains notes for the most commonly asked questions in SDMAT04 for the past few years. It's been ordered from most common question to least common question and has everything you need to ace the exam!

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Document information

  • June 5, 2020
  • 6
  • 2019/2020
  • Summary

Subjects

  • maths
  • answers
  • memo
  • best
  • ace
  • pgce
  • notes
  • summary
  • exam
  • unisa

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  • University of South Africa (Unisa)
  • SDMAT04 - FET Subject Didactics Mathematics Education (SDMAT04)
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SDMAT04 Common Questions
Problem-centred approach

• Teacher poses problems that learners can’t solve w/ routine methods
• Teacher doesn’t teach before posing problem
• Learning occurs during tackling of the problem
• Learners can discuss
• Learners get to appreciate mathematical tools they learnt before
• Role of teacher:
o Not sole source of knowledge & don’t transmit knowledge to learners
o Appreciate that learners construct their own knowledge
o Make sure learners understand problem
o Make sure learners can use tools needed
o Create positive classroom atmosphere that’s conducive to learning
Modelling

• What is modelling?
o Mathematical construction designed to study a particular real-world system or
phenomenon
o Start with real-world situation then use equations, symbols, simulations or graphs to
represent the situation
• Representations in modelling




• Advantages of modelling
o Can use to predict what will happen in the future
o May explain why things behave in certain ways & how a change in variables affects
others
o Allows us to solve complex problems ∵ can represent problems that can’t be tackled
another way
o Help us describe real-world behaviour
• Limitations of modelling
o Can’t capture all info into model ∵ simplification of real-world
o Maths is complicated and not accessible to all (may be errors)
Lesson planning

• Importance of planning
o Establishes specific goals and ensures essential concepts, skills & processes are incl.
o Prepares teachers to instruct at level of understanding of learners

, o Helps teacher avoid mistakes and unnecessary repetition & can anticipate difficulties
o Curriculum delivered in logical sequence. Helps w/ time management
• Essential elements of planning
o Begin with maths
▪ Mention new ideas learners must construct
o Consider learners
▪ Accessible ideas but not straightforward
o Decide on a task
▪ Not too much detail
o Predict what will happen
▪ Predict difficulties and strategies to mitigate
o Articulate learner responsibility
▪ Learners should report/discuss ideas
o Plan the ‘before’ portion
▪ Present task and let learners brainstorm
o Plan the ‘during’ portion
▪ Plan for hints and give time frame
Validity vs reliability

• Validity
o Valid assessments are appropriate i.e. measure what they claim to measure
o Evidence from valid assessments is enough to prove competence
o Evidence is taken from anything related to the assessment
• Reliability
o Reliable assessments are fair i.e. results are consistent if another assessor conducts
the assessment, they’ll make the same judgements
o Comply w/ structural methods and procedures
Summative vs formative assessment

• Summative
o Conducted after learning period to evaluate overall competence
o Assesses how much was learnt
• Formative
o Conducted before learning to prepare teacher for learning
o Assesses learner’s prior knowledge
Key processes involving ‘doing’ maths

• Problem-solving
o Process by which we answer questions/deal with situations
o Involves formulating a strategy
• Reasoning and proving
o Involves justifying arguments and making sense of the world around
o Must verify correctness of their results
• Making connections
o Between existing knowledge and new ideas
o Must connect maths to real life situations
• Communication

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