Mathematics – Module 1

Initial Primary Teacher Education
  • 18 students
  • 13 lessons
  • 16 quizzes
  • 14 week duration
  • Topic 1: Aims of Teaching Mathematics

    Mathematics is one of the core subjects at primary and secondary school levels in Malawi. In addition, it is used in most aptitude tests. Sometimes learners do not understand why they learn mathematics. A teacher needs to explain why each mathematical concept is important. A good understanding of the reasons why children must learn mathematics will help you make appropriate justifications for teaching each concept that is in the syllabus. This topic focuses on importance of learning mathematics and why mathematics is core and compulsory in primary education in Malawi.

  • Topic 2: Teaching For Mathematical Proficiency

    Children need to have deep understanding of mathematics. For example, on addition of numbers; they need to understand what it means to add numbers, how to add numbers accurately and efficiently, and also the different ways of adding the numbers.

  • Topic 3: Problem solving in mathematics teaching

    Problems can arise any time. Some of the problems that arise in our everyday life are mathematical in nature and therefore require application of mathematical knowledge and skills to solve them

  • Topic 4: Knowledge for teaching mathematics

    Some people argue that anyone can teach very well as long as she or he has mastered the content to be taught. Do you agree? If yes, then think about why we have teacher training colleges? At college you will basically learn two aspects of mathematics. These are content and methodology. Under content you will be solving mathematical problems just like you did at primary and secondary school and under methodology you will learn how to teach mathematics in the primary school.

  • Topic 5: Issues of language, inclusion and large classes in mathematics teaching

    In Malawi and many other developing countries, mathematics teaching and learning is affected by several factors such as language, inclusion and large classes.

  • Topic 6: Teaching of numbers in standards 1 to 4

    Numbers are used in our everyday life for various reasons. We use numbers to communicate extent of an event for example; 46 out of 100 have passed an examination.

  • Topic 7: Teaching place value in Standards 1 to 4

    The concept of place value is a prerequisite for most operations in mathematics. Teaching of this concept to young learners in standards 1to 4 requires use of resources such as place value boxes, place value tins, spike abacus and place value charts. Learners must know that any number despite how large or small, can be written using the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The value of a digit depends on its place in the number. As you move from right to left in a number, the value of each place becomes 10 times greater. Understanding how children develop the concept of numbers is important because it will help you in terms of preparation of activities and teaching and learning resources. This topic focuses on how children develop the concept of place value. It also provides an opportunity for you to develop appropriate competences and assessment methodologies for teaching place value to learners in standards 1 to 4.

  • Topic 8: Schemes, Records Of Work And Lesson Plans

    Schemes, records of work and lesson plans were introduced in the foundation studies for you to use in all subjects. They assist in logical coverage of the work and guide a teacher not to lose focus of the syllabus.

  • Topic 9: Teaching equal sign

    The equal sign is probably the most used notation in mathematics. In almost all branches of mathematics such as arithmetic, geometry, algebra and statistics the equal sign presents itself as a tool - a relational symbol - without which the learners’ mathematical equivalence relation would be meaningless. In addition, subtraction, multiplication and division of numbers, you will use the equal sign extensively. It is therefore, important that you understand the concept of equal sign. In this topic, you will learn about the concept of the equal sign and the different interpretations learners come to class with. You will also learn about why learners understand the equal sign the way they do, and what to do to remedy some of the misconceptions learners bring to class. A good understanding of the equal sign is a necessary precursor to a good understanding of algebra in later years.

  • Topic 10: Teaching addition of whole numbers

    Addition is one of the four basic operations that learners learn. Adequate knowledge of addition will helps learners to understand subtraction, multiplication and division. Teaching addition of whole number requires use of varieties of teaching, learning and assessment methodologies and resources. In this topic, you will analyse how learners develop the concept of addition of whole numbers and methodologies when teaching addition of whole numbers. You will explore assessment methodologies in the teaching and learning of addition of whole numbers.

  • Topic 11: Teaching subtraction of whole numbers

    Subtraction means taking away items from the given set. Learners acquire ideas of subtraction from different real life situations. Knowledge of subtraction helps learners to understand other basic operations like multiplication and division. This topic focuses on how learners develop the concept of subtraction, teaching and assessment methodologies when teaching subtraction of whole numbers

  • Topic 12: Teaching multiplication of whole numbers

    Multiplication is a binary operation which involves a multiplier and a multiplicand to give a product. 4 (multiplier) x 3 (multiplicand) =12 (product). Children should be introduced to the idea of multiplication after they can add easily and correctly. This has to be made clear that it is a quick and convenient method of adding a series of the same number, hence repeated addition. Help learners to interpret the meaning of multiplication sentences using language of multiplication e.g. 3 sets of 4 chairs where 4 chairs is regarded as a set’, ‘2 groups of’ 5 people where one group consists of 5 people, ‘5 times 3 meaning that 5 has been increased 3 times

  • Topic 13: Teaching division of whole numbers

    Division is a common activity in life. As children handle money, share items with friends and cut food into portions, they are beginning to build up their division skills as part of their everyday life. Being introduced to these ideas at an early age will mean that as well as gaining confidence in the subject, they will be able to utilize these skills in the wider world. However, a teacher has to be very cautious when using such examples of division because the fact that these shares at times are not equal, may possibly cause confusion since division of whole numbers is based on equal sharing. It is very important that learners have enough of these practical experience which teachers should later adapt, to form basis for formal school division. Linkage to future use of division must be made clear to learners to justify their learning it e.g. Land distribution issues and division of roles. Division of whole numbers should be taught immediately after teaching of multiplication as they are inverse of each other.

  • End of Module Test

Mathematics – Module 1

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