All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. 
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 
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  PRE2009 NQF LEVEL  NQF LEVEL  CREDITS 
Undefined  Regular  Level 5  Level TBA: Pre2009 was L5  20 
REGISTRATION STATUS  REGISTRATION START DATE  REGISTRATION END DATE  SAQA DECISION NUMBER  
Reregistered  20180701  20230630  SAQA 06120/18  
LAST DATE FOR ENROLMENT  LAST DATE FOR ACHIEVEMENT  
20240630  20270630 
In all of the tables in this document, both the pre2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre2009 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 outcomesbased education. 
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
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 problemsolving 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. Problemsolving 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:

Critical Crossfield 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 problemsolving 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  PRE2009 NQF LEVEL  NQF LEVEL  STATUS  END DATE  PRIMARY OR DELEGATED QA FUNCTIONARY  
Elective  20159  National Diploma: ABET Practice  Level 5  NQF Level 05  Reregistered  20230630  ETDP SETA 
Elective  49277  National Diploma: Braille Practice  Level 5  NQF Level 05  Reregistered  20230630  ETDP SETA 
Elective  20483  National Higher Certificate: ABET Practice  Level 5  NQF Level 05  Reregistered  20230630  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. 
NONE 
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. 