SAQA 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 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
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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  Reregistered  2023-06-30  ETDP SETA 
    Elective  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  20483   National Higher Certificate: ABET Practice  Level 5  NQF Level 05  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 Learning & Development Academy (Pty) Ltd (ALDA) 
    2. Amaqamu Project Management and Consulting 
    3. CURMO Designs (Pty) Ltd Co 
    4. Hlengana Sibiya Training and Associates cc 
    5. Igugu Training and Investments 
    6. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    7. Josmap Training Institute 
    8. Jothavir Skilling t/a Eduskills Rainbow 
    9. KITSO TRAINING AND DEVELOPMENT 
    10. Letlhabile Institute Of Management and Training 
    11. M Power Learning and Development 
    12. Nduvheni Consulting and Associates 
    13. Nkinane Training Institute and Consulting (Pty) Ltd 
    14. Ntevho-Ketso Training and Recruitement Consultancy cc 
    15. Organisation Test 1 
    16. Professional Development and Training Institute (Pty) Ltd 
    17. Project Literacy 
    18. Reflections Development Institute 
    19. Regenesys Management (Pty) Ltd 
    20. Resonance Institue of Learning 
    21. SEOPOSENGOE TRAINING CONSULTANCY CC 
    22. T Mabuya & Associates (Pty) Ltd 
    23. The Shell Science & Mathematics Resource Centre 
    24. Thuto Botshabelo Training Academy 
    25. Ulwazi Training & Development 
    26. Ungaphelamandla Consultancy Private College (PTY) LTD 



    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.