Core Maths Skills

latex-97866_1280

Latex For Progressive Mathematics Teachers

Situation/Need

There is a need to professionally support mathematics teachers because:

  • Technological change is now extremely fast.
  • Teaching and learning has changed.
  • The way people produce/generate, distribute and consume information has totalyy been flipped.
  • New ways are needed to add value to education using technology
  • New curriculum
  • Shift in the way we are teaching from the way we are taught
  • Insufficient time focused on mathematics in teacher education programs
  • Professional requests for support
  • Student learning need
  • Division desire to improve student learning in mathematics
  • Increased emphasis and focus on Mathematics by the Provincial Ministry of Education.
  • Media coverage around the mathematics curricula and instruction continues to bring external attention to our students’ results in mathematics.
  • Changes to school board budgets could potentially limit the extent and scope
    of this work.
  • Changes to the roles of consultants and a smaller consultant mathematics support team could potentially limit the amount of support available to teachers, administrators and parents.

Goals

  • Expose teachers to mathematics in a different context.
  • Increase teacher value proposition to learners
  • Increase technical confidence of teachers
  • Faster content creation cycles
  • Create a community
  • In order to increase student engagement and achievement in mathematics, we will work to
    develop communities of professional learners. Our learners will own their learning, openly reflecting on student learning, and implement powerful mathematical instructional practices that meet the needs of all their students.
  • Feeling supported in learning
  • Sense of belonging in a community of professional learners
  • Reflecting on their practice and student learning
  • Increased Understanding of grade specific curriculum
  • Increase understanding of mathematics content
  • Increased understanding in mathematics pedagogy
  • Increased understanding of effective mathematics instruction
  • Increased enjoyment in teaching mathematics
  • Increased understanding of content development across mathematics curricula
  • Strong professional judgment in mathematics
  • Ability to deliver differentiated instruction informed by assessment and understanding of
    essential understandings in K-8 curricula
  • Leading and supporting mathematics teaching with colleagues
  • Feeling a part of a community of math learners that is selfled and self-sustained.
  • Confidence and competence in mathematics
  • Engaged in their mathematics learning
  • Increased achievement in mathematics
  • Increased understanding of providing leadership for learning in mathematics
  • Increased understand of leading community of professional learners

 

Our Beliefs

  • Teachers learn best given a supportive community environment, the opportunity to learn with and from peers, time to process and choice in their learning.
  • Teachers want to develop themselves professionally.
  • Student learning will increase with increased teacher knowledge in the pedagogy, instruction and content of mathematics.
  • Teachers will naturally be willing to share their learning with others in the community, the school, and the division.
  • Funding and support of this project will continue into the future.
  • Administrators will act as instructional leaders in their buildings to support mathematics instruction.
  • Parents will be willing to participate in informing resource development and information “events”.

Why Latex?

LaTeX offers teachers several advantages over an editor like Microsoft Word.

  • Including mathematical expressions in LaTeX involves typing a few appropriate characters. By contrast, including mathematics in Word requires Equation Editor, a cumbersome and slow graphical user interface
  • Because content is specified in a plain text file, tasks which would be laborious in Word can often be handled efficiently with search-and-replace or other time-saving mechanisms
  • For the preceding reasons, LaTeX offers significant long-run time savings
  • Many users find that typesetting in LaTeX becomes increasingly fun and convenient over time. By contrast, experience suggests that the frustrations of Word largely persist even for the expert user
  • Because LaTeX is open source, you can easily share your content with other teachers without version compatibility or licensing issues
  • Because LaTeX has been adapted to the needs of math and science research communities, you are unlikely to want notation unachievable in LaTeX
  • Repetitive tasks can more easily be automated. For example, producing practice sheets for students learning their times tables can be done a couple of seconds with the appropriate setup
  • LaTeX is sufficiently popular that forums and other internet resources provide good support for those interested in advanced features

What you will learn

Learn the basics of creating a document in LaTex

  • Be able to import and layout graphics

  • Manage citations and references with biobliographies and bibligraphy styles

  • Format and number graphics, tables, and sections
  • Create well formatted mathematical equations, algorithms, and proofs

Requirements

  • You must be able to download and install software on your computer

Description

This course is open to anyone who wants to learn how to create a professional quality, typeset publication. In addition to improving the aesthetic quality of your work, LaTeX users benefit from automating many of the tedious processes involved in writing a professional publication.

LaTeX allows you to manage references, figures, tables, footnotes, formatting, mathematical equations, algorithms, scientific proofs, and more in a programmatic fashion that provides benefits far exceeding that of word processing software.

Need to format a paper for a specific venue? Many academic journals and conferences provide LaTeX Style files (.sty) for correctly typesetting your submission. With one line of code, you can modify your publication to match the style of many leading academic publishing outlets.

Not writing a paper? LaTeX can also be used for books, reports, technical and business documents, screenplays, resumes, letters … anything you want to write!

The course uses tools that are freely available online for Mac (Linux) and Windows users. Templates are included for download to get you started.

 

Who this course is for?

  • LaTeX beginners: no previous typesetting or programming experience required
  • Specifically geared to academic writers, but useful to anyone who wants to create professionally typeset documents
  • Graduate students, especially in math and science fields
  • Academic researchers
  • Anyone who writes!
mathematics-1230075_1280

Mathematics Anonymous Support Group

Course Information:

Course The Mathematical Genius in You
Programme Type Motivation and Self Improvement in Mathematics
Partner Institute The Education Support Forum (TEDSF)
Award Type Certificate of Participation
Award Issued By MathsGee
Accredited By Not Applicable
SAQA ID Not Applicable
Target Audience Both learners and their parents
Course Duration Self-Paced
Entrance Criteria
  • Open to everyone who wants to overcome math anxiety
  • Minimal digital literacy

Course Outline

The Mathematical Genius in You course is based on the best-selling book of the same title by Edzai Conilias Zvobwo.

 

The Aims of this Course

This course has been developed with you in mind! It is a personal and candid blueprint on how to succeed in mathematics and problem-solving in general. The course is for both parents and learners who would like to know how to walk the mathematical journey together. It is geared towards tackling mathematical anxiety which affects a lot of people.

Its objective is to motivate, educate and in the process expose the correct mindset, attitude and attributes necessary to excel in mathematics. The course seeks to demystify mathematics as a learning area then give tips on how to become a good problem solver regardless of varying mathematical abilities. It has been developed for those who:

  • Have given up on mathematics, so that they can rekindle the lost love.
  • Would like to ignite the passion for mathematics that never existed before.
  • Think they have an average mathematical ability but wish to climb the mathematical ladder and push towards excellence.
  • Have already found the secret to success and perhaps do not realise this thus should be encouraged to ‘stay on top’.

At the formative level, this course seeks to produce problem solvers and logical beings that are versatile in the workplace and life in general.

The principles exposed in this course can be applied to other learning areas and it is hoped that after completing this course you should able to know where you stand mathematically and then work to improve your status. You can be the maths genius you have secretly always wanted to be.

If you are a parent you will be shown the attributes and attitudes to emphasize to your children so as to optimize their mathematical potential.

For teachers, this course is handy in getting skills to motivate students to adopt a positive attitude towards math.

The ultimate aim is for learners to be able to fully acquire math knowledge and skills, combine logical and intuitive reasoning and communicate effectively on interpretations in context to the real world using appropriate mathematical language and notations.

Use this course in conjunction with your textbooks and mathematical happiness will follow. Once you know how to think like a mathematician then victory and success are yours.

Go for it, go for gold. I know you can push yourself to be the best you can be.

 

Mathematics Anonymous

The course includes a discussion forum called Mathematics Anonymous (run by The Education Support Forum). It is a community of ordinary people who have decided to hold each other’s hands in exploring ways to achieve in mathematics. Members have different experiences with the subject and together they try and overcome all the barriers to success. The forum is targeted at both parents and learners so they can support each other in the mathematical journey.  It is a forum to share best practices and also go into detail through the interactive maths QnA sessions.

 

mathematical reasoning

Become A Logical Mathematical Thinker

The main objective of this course is to empower students to with skills for proofs of propositions and theorems.

This course bridges the gap between introductory mathematics courses in algebra, linear algebra, calculus and advanced courses like mathematical analysis and abstract algebra.

Another objective is to pose interesting problems that require you to learn how to manipulate the fundamental objects of mathematics: sets, functions, sequences, and relations.

The topics discussed in this course are the following:

  1. mathematical puzzles
  2. propositional logic
  3. predicate logic
  4. elementary set theory
  5. elementary number theory
  6. principles of counting.

The most important aspect of this course is that you will learn what it means to prove a mathematical proposition. We accomplish this by putting you in an environment with mathematical objects whose structure is rich enough to have interesting propositions.

The environments we use are propositions and predicates, finite sets and relations, integers, fractions and rational numbers, and infinite sets.

Each topic in this course is standard except for the first one, puzzles. There are several reasons for including puzzles. First and foremost, a challenging puzzle can be a microcosm of mathematical development. A great puzzle is like a laboratory for proving propositions. The puzzler initially feels the tension that comes from not knowing how to start just as the mathematician feels when first investigating a topic or trying to solve a problem. The mathematician “plays” with the topic or problem, developing conjectures which he/she then tests in some special cases. Similarly, the puzzler “plays” with the puzzle. Sometimes the conjectures turn out to be provable, but often they do not, and the mathematician goes back to playing. At some stage, the puzzler (mathematician) develops sufficient sense of the structure and only then can he begin to build the solution (prove the theorem).

This multi-step process is perfectly mirrored in solving the KenKen problems this course presents. Some aspects of the solutions motivate ideas you will encounter later in the course. For example, modular congruence is a standard topic in number theory, and it is also useful in solving some KenKen problems. Another reason for including puzzles is to foster creativity.

 

Course Information

Welcome to Become A Logical-Mathematical Thinker!  Below, please find some general information on the course and its requirements.

Time Commitment: While learning styles can vary considerably and any particular student will take more or less time to learn or read, we estimate that the “average” student will take 112.25 hours to complete this course.  We recommend that you work through the course at a pace that is comfortable for you and allows you to make regular (daily, or at least weekly) progress. It’s a good idea to also schedule your study time in advance and try as best as you can to stick to that schedule.

Tips/Suggestions: Learning new material can be challenging, so below we’ve compiled a few suggested study strategies to help you succeed.

Take notes on the various terms, practices, and theories as you read. This can help you differentiate and contextualize concepts and later provide you with a refresher as you study.

As you progress through the materials, take time to test yourself on what you have retained and how well you understand the concepts. The process of reflection is important for creating a memory of the materials you learn; it will increase the probability that you ultimately retain the information.

 

Learning Outcomes

Upon successful completion of this course, you will be able to:

  • Read and dissect proofs of elementary propositions related to discrete mathematical objects such as integers, finite sets, graphs and relations, and functions.
  • Translate verbal statements into symbolic ones by using the elements of mathematical logic.
  • Determine when a proposed mathematical argument is logically correct.
  • Determine when a compound sentence is a tautology, a contradiction, or a contingency.
  • Translate riddles and other brainteasers into the language of predicates and propositions.
  • Solve problems related to place value, divisors, and remainders.
  • Use modular arithmetic to solve various equations, including quadratic equations in Z6, Z7, Z11 and Diophantine equations.
  • Prove and use the salient characteristics of the rational, irrational, and real number systems to verify properties of various number systems.
  • Use mathematical induction to construct proofs of propositions about sets of positive integers.
  • Classify relations as being reflexive, symmetric, antisymmetric, transitive, a partial ordering, a total ordering, or an equivalence relation.
  • Determine if a relation is a function, and if so, whether or not it is a bijection.
  • Manipulate finite and infinite sets by using functions and set operations.
  • Determine if a set is finite, countable, or uncountable.
  • Use the properties of countable and uncountable sets in various situations.
  • Recognize some standard countable and uncountable sets.
  • Determine and effectively use an appropriate counting tool to find the number of objects in a finite set.

Throughout this course, you’ll also see related learning outcomes identified in each unit. You can use the learning outcomes to help organize your learning and gauge your progress.

trig-mathsgee

Become Amazing At Grade 12 Mathematics – Term 2

Course Information:

Course Grade 12 Mathematics – Term 2 Revision
Programme Type Provider Programme
Partner Institute Mindset Learn
Award Type MathsGee Short Course Certificate
Award Issued By MathsGee
Accredited By Not Applicable
SAQA ID Not Applicable
NQF Level Not Applicable
Course Duration Self-Paced
Entrance Criteria
  • Grade 11 Mathematics
theme-setup

Become A MathsGee Partner

Course Information:

Course Become A MathsGenius Partner
Programme Type Provider Programme
Partner Institute Not Applicable
Award Type MathsGee Short Course Certificate
Award Issued By MathsGee
Accredited By Not Applicable
SAQA ID Not Applicable
NQF Level Not Applicable
Course Duration Self-Paced
Entrance Criteria
  • Basic Literacy

A series of videos done by Edzai Zvobwo for the SABC, Africa’s biggest broadcasting corporation.

(If using mobile,  Click arrow on bottom centre to view modules)