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SENIOR PHASE & FET

MATHEMATICS CAPS. SENIOR PHASE & FET. CAPS Implementation. Content Areas (Senior Phase). Learning Outcomes = Content Areas. Content Changes (Senior Phase). Assessment (Senior Phase). Content Areas (FET Phase). Content Changes (FET Phase). Content Changes (cont’d) (FET Phase).

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SENIOR PHASE & FET

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  1. MATHEMATICS CAPS SENIOR PHASE&FET

  2. CAPS Implementation

  3. Content Areas(Senior Phase) Learning Outcomes = Content Areas

  4. Content Changes (Senior Phase)

  5. Assessment(Senior Phase)

  6. Content Areas(FET Phase)

  7. Content Changes (FET Phase)

  8. Content Changes (cont’d) (FET Phase) • New : Histograms with unequal intervals • Re-introduced: • Proof of theorems (no proof of converses) • Grade 10 – Trig reciprocals to be examined only in Gr.10)

  9. FET : Motivation for Changes • Universities call for the return of Euclidean Geometry. • Teachers and other stakeholders at Marang and other discussion forums indicated their support for the inclusion of Paper 3 topics. • Concern about curriculum overload prompted a search for topics to remove. • Apart from the rotation of a point through any angle, it was felt that the formalisation of the rules for transformation geometry can be handled in Grade 9. • Internationally, linear programming (unlike probability) is not a topic that features in the majority of Grade 12 curricula. • (Alison Kitto)

  10. Assessment(FET Phase)

  11. Cognitive Levels & % Assessment 65% 35%

  12. Focus

  13. Teacher Readiness… • Understanding conceptual development • Teaching problem solving skills • Content : e.g. Geometric thought…progress as a result of experience almost entirely dependent on instruction • CAPS lean to Abstraction & Formal Deduction

  14. Instruction for Conceptual Understanding

  15. Knowledge & Understanding

  16. Developing Higher Cognitive Functions • Concrete introductions – conceptual understanding • Algorithmic knowledge • Traditional textbook problems • Context Rich Problems (authentic) • Critical thinking + (Proportional reasoning)

  17. Problem Solving & the Use of Heuristics • Recognize problem & components • Strategy to obtain a solution path • Initial representation which may be concrete or abstract • Qualitative representation which provides an outline of the solution procedure • A mathematical representation which corresponds to the written solution of the problem

  18. Changing Instructional Practice • General Technique Observed in SA Schools • Assessment: • Learn the theorems well (off by heart) • Leave the riders for last • Try to do them if time allows • Teaching: • Learn the theorems well (off by heart) • Do perhaps two riders per theorem in class • Give many riders to solve at home

  19. Quality Curriculum ? • We know this : • HESA & UMALUSI • Independently • UK NARIC Report • … comparisons between the AS level are at their strongest when the reference is made to candidates completing all 3 Mathematics papers • In addition…the content of the 3 Mathematics papers plus the Advanced Programme Mathematics is more broadly in line with the requirements of the GCE A level

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