Our flagship Mathematical Thinking course
Our flagship Mathematical Thinking course
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AIMSSEC's flagship course started as a Mathematical Thinking (MT) course that gained popularity to the extent that it has been repeated 36 times, generally two MT courses per year reaching more than 2600 teachers. The MT course consisted of face-to-face teacher training followed by three months of distance learning. Following the COVID-19 global pandemic, the MT course evolved into an online course and, since 2020, has been repeated five times. We look forward to offering a residential MT course from January 2024.
From Mathematical Thinking to SEVEN courses
From Mathematical Thinking to SEVEN courses
AIMSSEC has developed seven+ courses which is offered sequentially. Teachers begin at Course 1 and follow a sequence of courses until they reach Course 7. Each course is a prerequisite to the next course to ensure that teachers who sign up for our courses are at the same level of professional development.
The first four courses are aligned with the South African CAPS documents for the Intermediate, Senior and FET phases. The four courses include subject, pedagogical and technological content knowledge. The remaining courses are taught across all school teaching levels as it relies less on subject content knowledge and more on the teacher choosing ownership of their own learning.
Each course is SACE endorsed for quality and consistency. Teachers who successfully complete a course are awarded professional development points. The courses are also certificated.
Seven Course Sequence
Seven Course Sequence
Mathematical Thinking, Problem Solving & EduTech
Mathematical Communication & Language
Differentiation & Inclusion in the Mathematics Classroom
Mathematics, Skills & Competencies for Employment
Conceptual development & Planning for Transitions in Education
Action Research in Practice
Subject Leadership Training
1. Mathematical Thinking, Problem Solving & EduTech (MT)
The MT course brings awareness to what it means to think mathematically. Teachers are gently introduced to learner-centred activities to deepen their understanding of mathematical concepts. Through experiential learning the course delves into problem solving and education technologies in mathematics.
2. Mathematical Communication & Language (MCL)
The MCL course brings awareness and enhances teaching for learners whose home language differs from the language of instruction. Teachers are introduced to teaching strategies and classroom activities emphasising communication of mathematical terminologies and concepts. The course bridges the comprehension of mathematics in home languages to the language of instruction in the classroom.
3. Differentiation & Inclusion in the Maths Classroom (DIMC)
The DIMC emphasises lesson planning that engages the entire class providing suitable challenges for all learners, ensuring they experience success. The course encourages teachers to engage in "low entry point high ceiling learning activities" that connect to fundamental concepts, advanced mathematics, and practical applications.
4. Maths, Skills & Competencies for Employment (MSCE)
The MSCE course equips teachers with essential 21st-century skills for both everyday life and the workplace. The course emphasises deep mathematical thinking and reasoning, while also nurturing competences and skills. It involves collaborative efforts across the entire educational phase to foster the acquisition of critical skills and competences.
5. Conceptual Development & Planning for Transitions in Education (CDPTE)
The CDPTE course explores the development of computational skills in fundamental operations such as addition, subtraction, multiplication, and division. It is designed for teachers working with learners in Grade R to Grade 12 who exhibit deficiencies in these calculations. The course is particularly beneficial for teachers seeking to identify these gaps and learn effective strategies to address them.
6. Action Research in
Practice (AR)
The AR course introduces teachers to research methodologies to assist them in constructing a question that they would like to answer in their classroom practice. Through qualitative analysis, teachers learn how their research can bring meaning to their classroom practice.
7. Subject Leadership
Training (SLT)
The SLT course teaches teachers the skills required for statistical analysis when working with large sets of data. There is also an emphasis on how to introduce professional learning of peers in a collaborative manner, and how to present these to other stakeholders.
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