Unit 4: Planning in the problem-based classroom In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and co-operative learning in the mathematics class, as well as the role of practice in problem-based mathematics classes. Unit 5: Building assessment into teaching and learning This unit explores outcomes-based assessment of mathematics in terms of five main questions: (i) Why assess? (the purposes of assessment) (ii) What should be assessed? (achievement of outcomes, but also understanding, reasoning and problem-solving ability) (iii) How should assessments be done? (methods, tools and techniques) (iv) How should the results of assessments be interpreted? (the importance of criteria and rubrics for outcomes-based assessment) (v) How should assessments be reported? (developing meaningful report cards) Unit 6: Teaching all children mathematics This unit explores the implications of the fundamental assumption in this module — that all children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners. At a final workshop in February 2008, the collaborative group gave feedback from their experiences of using the pilot materials, discussed the six units in detail and came to an agreement about revisions to the module. The discussion was also guided by an external critical review from an internationally recognised mathematics teacher educator. Most of the available budget was spent on writing, adaptation and meeting time — investing in conversations, integrating contributions from the group and enhancing the core module. As mentioned above, the investment was in the materials as well as the people using the materials. Time and money was saved on layout and design by using the instructional design template made available as an OER on the website of the Commonwealth of Learning (COL). A further advantage of the COL template is that it is a Word document, easily customised by writers without special layout and design expertise. Interviews with those who piloted the materials indicated that they appreciated the opportunity to work collaboratively, as these two comments illustrate: We all have common understandings, but we don’t have shared understandings.… We don’t communicate, we don’t have a collegial kind of thing, and this created that opportunity to be able to meet everyone … it was wonderful! I think it is a brilliant idea that we finally got to this stage where some universities get together and work in a direction to try and get sort of a more generic message in this country.
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