SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitate Mathematics at ABET levels 3 and 4

SAQA US ID	UNIT STANDARD TITLE
10298	Facilitate Mathematics at ABET levels 3 and 4
ORIGINATOR
SGB ABET Educators
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Adult Learning
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	20
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

Persons credited with this unit standard are able to facilitate mathematics learning at ABET levels 3 and 4 by selecting and implementing appropriate learning and teaching strategies and applying principles of outcomes-based education.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

FETC or RPL equivalent, with accreditation for the full range of required outcomes for MLMMS;

Core unit standards for ABET practitioners at NQF level 5, US nos.5.01 to 5.08.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate subject knowledge for Mathematics at ABET levels 3 and 4

OUTCOME NOTES

Mathematics specialists consulted felt that an opportunity should be provided for candidates to develop their own relevant mathematical knowledge while acquiring methodology skills. Assessment criteria relating to the understanding of geometry can be finalised only once the unit standards for ABET Level 4 MMLMS are finalised.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Commonly used personal methods of calculation with negative numbers are identified and put in writing, using words and mathematical signs and conventions.

ASSESSMENT CRITERION 2

2. Functional relationships in daily life are identified, modelled algebraically and graphically, and analysed numerically.

ASSESSMENT CRITERION 3

3. Algebraic methods are logically explained in terms of numerical analysis.

ASSESSMENT CRITERION 4

4. Measurements and measurement calculations are done on any scale in two and three dimensional contexts.

ASSESSMENT CRITERION 5

5. Concepts and methods of data handling are explained and used to investigate a problem situation

ASSESSMENT CRITERION 6

6. Concepts of probability are explained and used to investigate probability situations.

ASSESSMENT CRITERION 7

7. Development of the use of letter symbols and algebra is described in terms of pivotal points in the history of calculation.

ASSESSMENT CRITERION 8

8. History of the development of the negative and irrational number systems is explained.

SPECIFIC OUTCOME 2

Apply the requirements of unit standards for mathematics learners at ABET levels 3 and 4

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Knowledge and skills required of learners in terms of unit standards for mathematics at ABET levels 3 and 4 are described.

ASSESSMENT CRITERION 2

2. Unit standards for mathematics at ABET levels 3 and 4 are used to plan and facilitate learning.

ASSESSMENT CRITERION 3

3. Learners' performance can be described in relation to the ABET levels and outcomes.

ASSESSMENT CRITERION 4

4. Core ABET practitioner unit standards are applied to the facilitation of mathematics at ABET Levels 3 and 4.

SPECIFIC OUTCOME 3

Help learners to identify and develop own knowledge of mathematics

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. View of mathematics as a human and social construct is explained.

ASSESSMENT CRITERION 2

2. Principle of active construction of mathematical knowledge by learners and reflective discussion is explained and applied.

ASSESSMENT CRITERION 3

3. Reflective discussion is encouraged and facilitated during the construction of mathematical knowledge.

ASSESSMENT CRITERION 4

4. Learners are seated in such a way that they can all see and hear one another comfortably during reflective group discussions.

SPECIFIC OUTCOME 4

Apply the concept of the common developmental path of math concepts and skills to teaching maths

OUTCOME NOTES

Apply the concept of the common developmental path of mathematical concepts and skills to teaching mathematics

OUTCOME RANGE

Mathematics concepts and skills as required by the ABET levels 3 and 4 unit standards (e.g. methods of calculation, number concept of integers, algebraic modelling, data handling, probability, spatial concepts and skills, measurement). Range and mix of problem types must also be as per requirements of the relevant unit standards.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Common path of development of mathematics concepts and skills can be explained.

ASSESSMENT CRITERION 2

2. Materials and learning programmes are analysed in terms of the structured development of mathematics concepts and skills.

ASSESSMENT CRITERION 3

3. Development of each learner's mathematics concepts and skills is described with reference to her/his methods used to solve problems.

SPECIFIC OUTCOME 5

Explain and use the rationale for problem-solving tasks in mathematics teaching

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Role of problem solving in mathematics learning to achieve learning outcomes is explained.

ASSESSMENT CRITERION 2

2. Different problem types that involve generalisation of patterns, behaviour of input variables and output variables, gradients of functions and different ways to represent functions, are explained.

ASSESSMENT CRITERION 3

3. Numeracy materials and learning programmes can be evaluated in terms of the range and mix of problem types.

ASSESSMENT CRITERION 4

4. Problem-solving tasks in course materials can be analysed in terms of purpose and likely challenges/difficulties for learners

SPECIFIC OUTCOME 6

Identify typical misconceptions of math concepts and their causes, and apply prevention strategies

OUTCOME NOTES

Identify typical misconceptions of mathematical concepts and their causes, and apply prevention strategies

OUTCOME RANGE

Misconceptions of whole number and fraction arithmetic, spatial concepts and probability concepts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Typical misconceptions are identified.

ASSESSMENT CRITERION 2

2. Misconceptions are related to their causes.

ASSESSMENT CRITERION 3

3. Strategies to remedy and prevent misconceptions are described, justified and applied.

UNIT STANDARD DEVELOPMENTAL OUTCOME

This unit standard also supports the development of the following DOs:

Reflecting on and exploring a variety of strategies to learn more effectively (D01)

Participating as responsible citizens in the life of local, national and global communities (DO2)

Being culturally and aesthetically sensitive across a range of social contexts (DO3)

Exploring education and career opportunities (DO4)

Developing entrepreneurial opportunities (DO5)

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made (CO1)

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation and community (CO2)

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one?s activities responsibly and effectively (CO3)

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information (CO4)

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation (CO5)

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others (CO6)

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation (CO7)

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	20159	National Diploma: ABET Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	ETDP SETA
Elective	49277	National Diploma: Braille Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	20483	National Higher Certificate: ABET Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	African Learing and Development Academy for Adults ALDAA
2.	African Learning & Development Academy (Pty) Ltd (ALDA)
3.	Amaqamu Project Management and Consulting
4.	B T Group of Companies Pty Ltd
5.	CURMO Designs (Pty) Ltd Co
6.	Guru Group of Learning (Pty) Ltd
7.	Hlengana Sibiya Training and Associates cc
8.	HOPE ACADEMIC AND SKILL CENTRE
9.	Igugu Training and Investments
10.	INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc
11.	KITSO TRAINING AND DEVELOPMENT
12.	M Power Learning and Development
13.	Ntevho-Ketso Training and Recruitement Consultancy cc
14.	NTI College
15.	OPELONG BUSINESS INSTITUTE (PT
16.	Professional Development and Training Institute (Pty) Ltd
17.	Project Literacy
18.	Reflections Development Institute
19.	Regenesys Management (Pty) Ltd
20.	Resonance Institute of Learning
21.	Retshetse Training Project
22.	SEOPOSENGOE TRAINING CONSULTANCY CC
23.	T Mabuya & Associates (Pty) Ltd
24.	The Finishing College (Pty) Lt
25.	Thembekile training consulting
26.	Thuto-Botshabelo Training and Projects (Pty) Ltd
27.	Ulwazi Training & Development
28.	Ungaphelamandla Consultancy Private College (PTY) LTD