Syllabus For Certificate in Primary Teacher Education - Mathematics

MINISTRY OF EDUCATION, SCIENCE AND
TECHNOLOGY
TANZANIA INSTITUTE OF EDUCATION
SYLLABUS FOR CERTIFICATE COURSE IN

PRIMARY TEACHER EDUCATION
MATHEMATICS
i
© Tanzania Institute of Education, 2020
Published 2009
Translated in 2020
ISBN: 978 - 9987 - 09 - 127 - 0
Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam
Tel: + 255 22 2773005

Fax: + 255 22 2774420
E-mail: director.general@tie.go.tz
Website: www.tie.go.tz
All rights reserved. This syllabus may not be reproduced, stored in any retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior written permission of the Tanzania Institute
of Education.
ii
Approval
Certificate of Teacher Education is a two-year programme which has been designed

to prepare competent teachers who will teach in primary schools. The student teacher
will be recognised as a teacher after he or she has successfully completed a certificate
in education programme for two years in which he or she will also have successfully
done teaching practice.
This document is hereby approved as a Mathematics Syllabus for the Certificate

Course in Primary Teacher Education.
Dr Lyabwene M. Mtahabwa
Commissioner for Education
Ministry of Education, Science and Technology

Government City,
Mtumba Block,
Afya Street,
P.O. Box 10,
40479 Dodoma.
Tel: + 255 222 110150

Fax: + 255 222 113271
Email: info@moe.go.tz
Website: www.moe.go.tz
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Table of contents
Approval......................................................................................................... iii
Introduction .................................................................................................... 1
Rationale for reviewing the syllubas ............................................................ 1
Part one: Academic ...................................................................................... 3
1.0 Whole Numbers ................................................................................. 4
1.1 The concept of whole numbers ............................................... 4
1.2 Additions and subtractions of whole numbers ........................ 4
1.3 Multiplication and division of whole numbers ....................... 5
1.4 Lowest common multiple (LCM) and greatest common
factors (GCF) .......................................................................... 6
2.0 Fractions ............................................................................................. 7
2.1 The concept of fractions .......................................................... 7
2.2 Addition and subtraction of fractions ...................................... 8
2.3 Multiplication and division of fractions .................................. 8
3.0 Units .................................................................................................... 9
3.1 Length ..................................................................................... 9
3.2 Mass ........................................................................................ 10
3.3 Volume .................................................................................... 11
3.4 Time ........................................................................................ 12
4.0 Geometry ............................................................................................ 13
4.1 Lines ........................................................................................ 13
4.2 Angles ..................................................................................... 14
4.3 Plane figures: Perimeters ......................................................... 15
4.4 Plane figures ............................................................................ 15
4.5 Three-dimensional figures: surface areas ................................ 16
4.6 Three-dimensional figures: volume ......................................... 17
4.7 Pythagoras theorem .................................................................. 18
5.0 Integers ............................................................................................... 19
5.1 The concept of integers ........................................................... 19
5.2 Addition and subtraction of integers ....................................... 20
5.3 Multiplication and division of integers ................................... 20
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6.0 Algebra ............................................................................................... 21
6.1 Terms and expressions ............................................................ 21
6.2 Simple algebraic equations ..................................................... 22
6.3 Ratios ....................................................................................... 23
7.0 Statistics .............................................................................................. 23
7.1 Pictograms ............................................................................... 23
7.2 Bar chart .................................................................................. 24
7.3 Pie chart ................................................................................... 25
7.4 Line graph ............................................................................... 26
8.0 Approximations ................................................................................. 27
8.1 The concept of approximations ............................................... 27
8.2 Approximations of decimals ................................................... 27
9.0 Business Arithmetic ........................................................................... 28
9.1 Profits ...................................................................................... 28
9.2 Loss ......................................................................................... 29
10.0 Sets ...................................................................................................... 29
10.1 The concept of sets .................................................................. 29
10.2 Operation of sets ..................................................................... 30
Part two: Pedagogy....................................................................................... 32
1.0 Foundations of Teaching and Learning Mathematics .................... 33
1.1 The concept of mathematics ..................................................... 33
1.2 Foundation and principles of teaching mathematics ................ 33
2.0 Preparation for Teaching and Learning Mathematics ................... 34
2.1 Syllabus analysis ..................................................................... 34
2.2 Preparing mathematics teaching and learning resources ......... 35
3.0 Selected Teaching Topics ................................................................... 36
3.1 The concept of whole numbers ............................................... 36
3.2 Operations with whole numbers .............................................. 37
3.3 The concept of integers ........................................................... 38
3.4 The concept of fractions .......................................................... 38
3.5 The concept of decimals .......................................................... 39
3.6 The concepts of exponents and radicals .................................. 40
v
4.0 Assessment in Mathematics .............................................................. 41
4.1 The concept of assessment ...................................................... 41
4.2 Tests and examinations ............................................................ 41
References ..................................................................................................... 43
vi
Introduction
Syllabus descriptions
This Mathematics syllabus has been improved to replace the Teacher Education Syllabus
for Certificate course of 2003. The syllabus intends to enable the student teacher to
become competent in the mathematics subject both academically and pedagogically.
Furthermore, the syllabus emphasizes using the learner-centred approach in which a
student becomes an active participant in the teaching and learning process.
Rationale for reviewing the syllabus

Mathematics subject has facing many challenges in both teaching and learning process
and thus, discourages many students to learn. Eventhough, there are many evidences
in daily life which reveals the importance of mathematics for everybody and in daily
life. The experience reveals that one among the identified challenges is the teacher’s
ability academically in mathematics and in pedagogical skills. This syllabus is intended
to improve these two major areas in order to equip a mathematics teacher who will
manage these challenges and encourage students to learn mathematics.
Goals of teaching mathematics

By the end of two-year programme of mathematics, the student-teacher should be able
to:
(a) demonstrate competence in teaching mathematics subject in primary schools;
and
(b) use mathematics skills in teaching other subjects.
Organization of the syllabus

The syllabus has two major parts. The first part focuses on the academic or content
aspect; it aims at the mastery of mathematics by student teachers. The second part
focuses on pedagogy; it aims at developing the skills required to effectively teach
Mathematics.
Both parts contain the following elements: topic, sub-topic, time, specific objectives,
teaching and learning strategies, teaching and learning resources, and assessment. The
syllabus will be taught for two years in which the academic part will take 128 hours and
pedagogical part will take 192 hours.
1
Subject assessment
Mathematics will be assessed in two ways: using continuous assessment, which
will constitute 50% and the final assessment by the National Examinations Council
of Tanzania, which will cover 50%. Block Teaching Practice (BTP) will be assessed
separately, and it will cover 100%. The continuous assessment is elaborated in Table 1.
Table 1: Categories of assessment for mathematics

Part S/N Assessment methods Frequency Score
Academic 1. Tests 4 5%
2. Individual works 3 5%
3. Terminal 3 10%
Examinations
Pedagogy 4. Tests 4 5%
5. Practical works (make, 3 10%
form, test action
research)
6. Presentations (micro 3 5%
teaching)
7. Terminal 3 10%
Examinations
National Examination 1 50%
Total 100%
2
Part one: Academic
Subject goals
The academic content of Mathematics aims to:
(a) equip the student teacher with knowledge and skills in Mathematics to enhance
his/her; academic level and build a sense of confidence in the subject; and
(b) develop the level of logical thinking in solving problems using mathematical
skills.
Subject competency
By the end of two years, the student teacher should be competent in:
(a) interpreting and calculating mathematical word problems;

(b) using mathematical knowledge and skills in other domains of life, including
crossing- cutting issues;
(c) communicating effectively by using mathematical language and symbols; and
(d) showing adequate skills and ability of learning mathematics at higher levels of
education.
Objectives of the lesson

Within two years, the student teacher should be able to:
(a) develop an understanding of the principles and theories of mathematics;

(b) develop an understanding of mathematical concepts and their relationship with
other domains of life including communication and technological skills;
(c) use mathematical knowledge and skills in solving daily life problems including
cross-cutting issues; and
(d) develop an ability to learn mathematics at higher levels of education.
3
1.0 Whole Numbers
1.1 The concept of whole numbers
Duration: 3 hours
Specific objectives
By the end of this sub-topic, the student teacher should be able to:
a) elaborate the concept of whole numbers;
b) identify whole numbers; and
c) explain the importance of whole numbers in real life.
Teaching and learning strategies

a) Brainstorming the concept of whole numbers;
b) Questions and answers to identify the number of various objects;
c) Discussions and presentations; and
d) Performing drama/role play.
Teaching and learning resources

a) Counting objects, such as bottle tops, gravels, sticks, seeds
b) Abacuses
c) Box of numbers
d) Cards of numbers
Assessment
a) Oral questions
b) Tests
c) Exercises
1.2 Additions and subtractions of whole numbers

Duration: 3 hours
Specific objectives
a) elaborate the concept of addition and subtraction;
b) add whole numbers;
c) subtract whole numbers; and
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d) identify examples in real life demonstrating the concepts of
addition and subtraction.

a) Brainstorming
b) Demonstration
c) Group work and presentations

a) Counting objects
b) Abacuses
c) Boxes of numbers
d) Cards of numbers
Assessment
a) Individual exercises/assignments
b) Tests
c) Students’ portfolios
1.3 Multiplication and division of whole numbers

Duration: 3 hours
Specific objectives
a) describe the concepts of multiplication and division;
b) multiply whole numbers;
c) divide whole numbers; and
d) identify real life examples, which illustrate the concepts of
multiplication and division of whole numbers.

a) Know What to Learn Learned (KWL) and interactive lecture
b) Demonstration, questions and answers, games and discussions
c) Group work and presentations
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a) Counting aids/objects
b) Drawings/pictures showing groups of objects
c) Multiplication cards of whole number
d) Multiplication charts of whole number
e) Division cards of whole number
Assessment
a) Individual exercises
b) Observation forms
c) Tests
1.4 Lowest common multiple (LCM) and greatest common factors

(GCF)
Duration: 5 hours
Specific objectives
a) analyse the concept of multiples and factors;
b) list the multiples of whole numbers;
c) calculate the lowest common multiple (LCM) of whole numbers;
d) find the factors of whole numbers and identify the greatest
common factor (GCF); and
e) calculate the GCF of whole numbers.

a) Demonstration
b) Discussions
c) Group work

a) Charts of numbers
b) Multiplication tables
c) Standard cards
6
Assessment
a) Oral exercises
b) Individual exercises
2.0 Fractions
2.1 The concept of fractions
Duration: 5 hours
Specific objectives
a) explain the concept of fraction;
b) differentiate types of fractions;
c) mention other ways of naming fractions;
d) compare various fractions; and
e) show the application of fractions in daily life.

a) Brainstorming
b) Demonstration
c) Questions and answers
d) Group discussions

a) Fraction charts
b) Knives, scissors, and pieces of paper
c) Counting aids/objects
d) Chalks/coloured pencils
Assessment
a) Self-assessment
b) Exercises
c) Tests
7
2.2 Addition and subtraction of fractions
Duration: 6 hours
Specific objectives
a) add and subtract fractions with the same denominator;
b) add and subtract fractions with different denominators;
c) add and subtract fractions with mixed numbers; and
d) solve word problems involving fractions.

a) Demonstration
b) Hands-on activities and drawings
d) Group discussions

a) Number lines
b) Drawings
c) Pieces of boards showing whole object or fraction
d) Pen/coloured chalks
Assessment
a) Individual exercises on addition
b) Tests
c) Homework activities
2.3 Multiplication and division of fractions

Duration: 5 hours
Specific objectives
a) multiply and divide simple fractions;
b) multiply and divide mixed numbers or improper fractions; and
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c) solve word problems related to the multiplication and division of
fractions and mixed numbers.

a) Demonstration
b) Group work
d) Group discussions and presentations

a) Fraction cards
b) Fraction charts
c) Multiplication charts
Assessment
a) Individual exercises/ activities
b) Word problems solving activities
c) Homework activities
d) Tests
3.0 Units
3.1 Length
Duration: 3 hours
Specific objectives
a) elaborate the concept of length;
b) measure and record the length of objects in metres and centimetres;
c) explain the relationship between various units of length; and
d) convert units of length.

a) Discussions and presentations
b) Demonstration and group work
c) Songs
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d) Questions and answers
e) Exercises

a) Rulers
b) Tape measures
c) Metre rule
d) Metre wheels
e) Charts showing the units of length
f) Various length measured item such a door, wood etc.
Assessment
a) Group work activities to measure and record the lengths of various
objects
b) Oral questions
c) Individual exercises
3.2 Mass
Duration: 3 hours
Specific objectives
a) analyse the concept of mass;
b) measure and record the mass of various items in kilograms and
grams;
c) explain the relationship between various units of mass; and
d) convert units of mass.

a) Discussions and presentations
b) Demonstration and group activities
c) Songs
e) Field trip to the college food store to study and measure various
food items in grams and kilograms
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a) Beam balances and standard masses
b) Sands and bags
c) Charts of units of mass
d) Various items, such as water bottles, salt packets, soap bars, etc.
Assessment
a) Group work/activities to measure, record, and convert units of
mass
b) Oral questions to explain the relationship between various units
of mass
3.3 Volume
Duration: 3 hours
Specific objectives
a) elaborate the concept of volume;
b) measure and record the volume of various items in litres and
millilitres;
c) explain the relationship between various units of volume; and
d) convert units of volume.

a) Demonstration, group activities to measure and record volumes
of various items in litres and millilitres
b) Songs
d) Field trip to nearby water tanks

a) Bottles with the volume of one litre and half-litre
b) Water, kettles, cylinders, scaled jugs
c) A chart showing various units of volume
d) Bottles of soda and beer
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Assessment
a) Group work/activities to measure, record and convert units of
volume
b) Tests to convert units of volume
c) Field trip report
3.4 Time
Duration: 5 hours
Specific objectives
a) compare units of time such as seconds, minutes, hours, days,
weeks, months and years;
b) tell the time in 12 and 24-hour format;
c) convert time from the 12-hour format to the 24-hour format and
vice versa; and
d) construct questions related to the units time using the college
calendar.

a) Questions and answers
b) Group discussions and presentations
c) Practical activities

a) Wall clocks
b) Digital clocks
c) Clock faces showing 24 hours
d) College calendar
e) Chart showing relationship between 12 and 24-hours format.
f) Cellular phones showing time
Assessment
a) Consider the challenges of using the 24-hour format in Kiswahili
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b) Individual exercises on converting time from the 24 to 12-hour
formats and vice versa
c) Observation forms
4.0 Geometry
4.1 Lines
Duration: 3 hours
Specific objectives
a) identify a point, line segment, ray and line;
b) interpret the concepts of perpendicular and parallel lines;
c) draw perpendicular and parallel lines; and
d) identify the areas where parallel and perpendicular lines are used.

a) Practice on drawing a ray, line segment, line, perpendicular lines
and parallel lines
b) Discussions, questions and answers, and demonstration to identify
and interpret the concepts of perpendicular and parallel lines
c) Group activities out of class to identify perpendicular and parallel
lines

a) Rulers
b) Compasses
c) Protractors
d) Set squares
e) Pencils
f) Paper
g) Various items such as tables, books and mathematical sets
Assessment
a) Exercises
b) Tests
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c) Individual student exercises
4.2 Angle
Duration: 3 hours
Specific objectives
a) identify the types and properties of the following angles: acute
angles, right angles, obtuse angles, straight angles and the angle
revolution;
b) draw an angle using a protractor;
c) draw special angles by using a compass ( 90o, 60o, 45o, 30o, 12o
and 150o); and
d) bisect angles using a compass.

a) The use of search engines
b) Practical drawing and measuring different angles using protractors
c) Demonstration and group work

a) Rulers
b) Compasses
c) Protractors
d) Set squares
e) Different figures
f) Pencils
g) Paper
h) Thread/string
Assessment
a) Tests
b) Exercises to draw and measure angles
c) Observation forms
14
4.3 Plane figures: perimeters
Duration: 5 hours
Specific objectives
a) explain the concept of a perimeter;
b) calculate the perimeters of triangles and quadrilaterals;
c) calculate the circumference and diameter of a circle; and
d) measure and estimate the value of pi ( π ).

a) Demonstration and group discussions
b) Projects to measure and estimate the value of pi ( π )

a) Thread or rope
b) Rulers
c) Plane figures
d) Compasses
e) Pairs of scissors/razor blades
f) Real items related to circles such as round coins, bottle base, and
bucket tops.
Assessment
b) Project reports
c) Tests
4.4 Plane figures

Duration: 3 hours
Specific objectives
a) explain the concept of plane figures;
b) differentiate an area from a perimeter;
15
c) identify figures with plane surfaces; and
d) calculate the area and perimeter of a triangle, trapezium, and
parallelogram.

a) Brainstorming
b) Discussions and presentations
c) Demonstration and group works

a) Plane figures
b) Pair of scissors/razor blades
c) Plane figure drawings
d) Sheet of squres
e) Rulers
f) Thread/rope
Assessment
a) Tests
c) Student individual works
4.5 Three-dimensional figures: surface areas

Duration: 4 hours
Specific objectives
a) identify the concept of three dimensional figures;
b) differentiate between plane figures and three-dimensional figures;
and
c) calculate the surface area of a rectangular prism, a cube, and a
cylinder.

a) Observation and discussions
16
b) Questions and answers
c) Practical work

a) Compasses
b) Boxes
c) Plane figures
d) Cubes, rectangular prisms, and circles
Assessment
a) Tests
b) Exercises
c) Observational forms
4.6 Three-dimensional figures: volume

Duration: 4 hours
Specific Objectives
a) explain the concept of three-dimensional figures;
b) differentiate the units of area and the units of volume; and
c) calculate the volume of a cylinder, a rectangular prism and a cube.

b) Group discussions to compare units of area and volume
c) Practical work

a) Cubes
b) Rectangular prisms
c) Cylinders
17
Assessment
b) Quizzes
c) Observational forms
4.7 Pythagoras theorem

Duration: 3 hours
Specific objectives
a) verify Pythagoras’ theorem;
b) use Pythagoras’ theorem to solve word problems involving
figures; and
c) apply Pythagoras’ theorem in daily life.

a) Demonstration
b) Questions and answers, discussions and group work

a) Right-angled triangle drawings
b) Square cut/drawings designed to represent sides of the right-
angled triangle
c) Bisected figures of right angled triangle.
Assessment
b) Observational form
c) Portfolios
18
5.0 Integers
5.1 The concept of integers
Duration: 4 hours
Specific objectives
a) explain the concept of integers;
b) represent integers on a number line; and
c) identify the uses of positive and negative numbers in daily life.

a) Brainstorming
d) Project work to identify the uses of integers

a) Number lines
b) Parallel calculators
c) Simple slide rule
d) Thermometers
e) Valley and hill models
f) Pencils/ coloured chalks
g) thread
Assessment
a) Project
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5.2 Addition and subtraction of integers
Duration: 3 hours
Specific objectives
a) add and subtract positive and negative numbers and their reverse;
b) add and subtract negative with negative numbers; and
c) show the application of negative and positive numbers.

a) Discussions, songs and games
b) Group work and presentations

a) Number lines
b) Chalks and coloured pencils
c) Simple slide rules
d) Parallel calculators
e) Rope
Assessment
a) Group exercises
c) Observation form
5.3 Multiplication and division of integers

Duration: 3 hours
Specific objectives
a) multiply negative numbers by positive numbers;
b) multiply negative numbers by negative numbers;
c) divide negative numbers by positive numbers; and
d) divide negative numbers by negative numbers.
20
a) Observation
b) Questions and answers as well as group discussions

a) Number lines
b) Pencil/coloured chalks
c) Simple slide rule
d) Sequences of numbers
Assessment
b) Tests
6.0 Algebra
6.1 Terms and expressions
Duration: 6 hours
Specific objectives
a) describe terms and expressions;
b) differentiate between like and unlike terms;
c) add and subtract like and unlike terms;
d) multiply and divide like and unlike terms; and
e) form, simplify, and interpret algebraic expressions.

a) Brainstorming
d) Observation

a) Chart showing like and unlike terms
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b) Coloured chalks/coloured pencils and flip charts
Assessment
a) Group exercises
c) Observation form
6.2 Simple algebraic equations

Duration: 5 hours
Specific objectives
a) explain the concept of simple algebraic equations;
b) identify the relationship between terms, expressions, and algebraic
equations;
c) identify the presence of algebraic equations in real life and the
environment;
d) solve simple algebraic equations; and
e) form simple algebraic equations from different word problems.

a) Brainstorming
b) Practise balancing items with related weight on a beam balance
and add items on each side
c) Prepare beam balance models

a) A beam balance
b) Standard masses
c) A seesaw
d) Question cards
Assessment
a) Observation form
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b) Self-reflection
6.3 Ratios
Duration: 3 hours
Specific objectives
a) explain the concept of ratios;
b) solve word problems related to ratios of three items; and
c) perform exercises in solving word problems.

a) Brainstorming and discussions
b) Demonstration, questions and answers

a) Drawings
b) Like objects
c) Real objects
d) Graph papers/squares
Assessment
a) Tests
b) Exercises
c) Portfolio
7.0 Statistics
7.1 Pictograms
Duration: 6 hours
Specific objectives
a) read the pictograms;
b) draw pictograms;
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c) interpret graphical information in a pictogram.

a) Demonstration and group work
c) Project to collect various information related to cross-cutting
issues and use it to draw a pictogram

a) HIV/AIDS data
b) Different objects (soda covers, seeds).
c) Pictogram charts
d) Square paper/graph paper
e) Pencils
f) Flip charts
Assessment
a) Individual exercises involving reading and drawing pictograms
b) Project report
7.2 Bar chart

Duration: 4 hours
Specific objectives
a) read bar charts;
b) draw bar charts; and
c) interpret various information presented in bar charts.

c) Project work to collect various information related to cross-
cutting issues and use them to draw bar charts
24
a) Graph paper or sheet of square
b) Rulers
c) A report showing cross-cutting issues
d) Pencils
Assessment
b) Project report
c) Observation report
7.3 Pie chart

Duration: 4 hours
Specific objectives
At the end of this sub-topic, the student teacher should be able to:
a) read the information presented in a pie chart;
b) draw a pie chart; and
c) interpret graphical information presented in a pie chart.

c) Project work to collect information related to cross-cutting issues
and use it to draw pie charts.

a) Compasses
b) Protractors
c) Rulers
d) A statistical report showing various information related to cross-
cutting issues
e) Pencils
f) Papers
25
Assessment
a) Individual exercises.
b) Project work to collect information related to cross-cutting issues
and use it to draw pie charts
7.4 Line graph

Duration: 4 hours
Specific objectives
a) read a line graph;
b) draw a line graph; and
c) interpret information presented in a line graph.

c) Project work to collect various information related to cross-
cutting issues and use it to draw a line graph

a) Compasses
b) Protractors
c) Rulers
d) Various statistical reports on cross-cutting issues
e) Pencils
f) Papers
Assessment
b) Project to collect information related to cross-cutting issues and
use it to draw a line graph
c) Project work
d) Tests
26
8.0 Approximations
8.1 The concept of approximations
Duration: 5 hours
Specific objectives
a) describe the meaning of approximations;
b) differentiate between the notion of approximation in daily life
and in mathematics; and
c) identify specific areas in daily life where the concept of
approximation applies.

a) Brainstorming

Real-life examples of approximation (i.e. daily family budget)
Assessment
a) Self-assessment and reflection
8.2 Approximations of decimals

Duration: 4 hour
Specific objectives
a) explain the importance of approximating decimals;
b) round off a decimal to a required digit; and
c) show the uses of decimals.

a) Think-pair-share
b) Group work
27
c) Individual reflections

a) Calculators
b) Flip charts
c) Computers
Assessment
a) Individual assessments
c) Individual self-reflection reports
9.0 Business arithmetic

9.1 Profits
Duration: 4 hours
Specific objective
a) interpret the concept of profit;
b) calculate the profit of a business; and
c) conduct business assessment.

a) Know What to learn Learned (KWL) searching knowledge from
the Internet
b) Group work

a) Real life examples of a business
b) A calculator and a computer which is connected to the Internet
Assessment
a) Group exercises
b) Report
28
9.2 Loss
Duration: 3 hours
Specific objectives
a) interpret the concept of a loss;
b) calculate a loss in business activities; and
c) conduct business assessment.

a) Think-pair-share
b) Knowledge searching
c) Group work

a) Real-life examples in business
b) Calculator and a computer which is connected to the Internet
Assessment
a) Individual portfolios
b) Reports
10.0 Sets
10.1 The concept of sets
Duration: 3 hours
Specific objectives
a) describe the concept of sets;
b) explain the types of sets; and
c) assess the application of the concept of sets in daily life.

29
b) Group discussions
c) Group reflection

a) Real objects
b) Pictures
c) Playing cards
d) Set of utensils
e) Team of players
Assessment
a) Tests
b) Reports
10.2 Operation of sets

Duration: 5 hours
Specific objectives
a) interpret the concept of the union and intersection of a set;
b) calculate the union of two sets;
c) calculate the intersection of two sets; and
d) represent the union and intersection of two sets using Venn
diagrams.

a) Brainstorming
b) Discussions
c) Demonstration
d) Group work
30
a) Real objects
b) Playing cards
c) Various playing teams
d) Venn diagrams
e) Coloured chalks/pencils
Assessment
a) Tests
b) Individual works
c) Exercises
31
Part two: Pedagogy
Goals of the Subject

This part is intended to prepare the student teacher to have ability and competencies in
teaching mathematics at primary school level.
Subject competency
By the end of the two-year programme, the student teacher should be able to:
(a) develop mastery of contents in the meaningful teaching and learning Mathematics
in primary school;
(b) show adequate skills in teaching and learning Mathematics meaningfully in
primary school;
(c) conduct action research to improve teaching and learning Mathematics in primary
school; and
(d) prepare entrepreneurship activities using the knowledge and skills of Mathematics.
Objectives of the subject

By the end of the programme, the student teacher should be able to:
(a) demonstrate understanding of the foundations and principles of Mathematics;

(b) be able to guide pupils through translating mathematical concepts as well as
calculating and relating mathematics with daily life;
(c) analyse the curriculum and its related materials;
(d) teach mathematics using the learner-centred approach;
(e) assess and evaluate mathematical learning progress as well as provide feedback
to learners;
(f) prepare, improvise and use mathematical teaching resources to develop
meaningful learning;
(g) use technological resources in teaching mathematics;
(h) conduct action research to identify the challenges in teaching and learning
mathematics and make improvements;
(i) understand how to incorporate cross-cutting issues in teaching and learning
mathematics; and
(j) use mathematical knowledge and skills to enable pupils to become entrepreneurs.
32
1.0 Foundations of Teaching and Learning Mathematics
1.1 The concept of mathematics
Duration: 8 hours
Specific objectives
a) explain the meaning of Mathematics;
b) evaluate the importance of Mathematics in daily life; and
c) explain the applications of Mathematics in daily life.

a) Brainstorming
b) Discussions and group reflections
c) Project

a) Computers connected to the internet
b) Documentary review/library search
c) Flip chart, marker pen, masking tape
Assessment
a) Tests
b) Reflection report
c) Project report
1.2 Foundation and principles of teaching mathematics

Duration: 18 hours
Specific objectives
By the end of this sub-topic, the student teacher should be able to
a) explain the foundations and principles of teaching Mathematics;
b) transfer foundations and principles of teaching and learning
Mathematics to other fields; and
c) explain how to apply the foundations of teaching and learning
Mathematics to motivate learners to learn Mathematics.
33
a) Searching knowledge from the internet and library
b) Group work
c) Project on teaching and learning Mathematics

a) Documents/the library
b) Flip charts
c) Project report
2.0 Preparation for Teaching and Learning mathematics

2.1 Syllabus analysis
Duration: 15 hours
Specific objectives
a) analyse the components of the mathematics syllabus;
b) analyse the topics present in the primary school mathematics
syllabus and their sequence; and
c) explain how to use the mathematics syllabus in teaching.

a) Observation, project, group discussions, and questions and
answers
b) Gallery walk, jig-saw and group discussions,

a) The primary school mathematics syllabus
b) Textbooks
c) Supplementary books
d) Teacher’s guide book
e) Flip charts
f) Marker pens
g) Masking tapes
34
Assessment
a) Tests
b) Practical works
2.2 Preparing mathematics teaching and learning resources

Duration: 28 hours
Specific objectives
a) identify teaching and learning resources for various topics in
mathematics;
b) use local materials to improvise teaching and learning resources
in the mathematics subject; and
c) explain how to use teaching and learning resources in teaching
mathematics topics.

a) Think-pair-share
b) Project to prepare mathematics teaching and learning resources
for teaching various topics

a) Glue
b) Sellotape
c) Manila/hard paper
d) Boards
e) Soft boards
f) Nails
g) Sticks
h) Ropes
i) Scissors/razor blades
j) Marker pens
k) Ruler and pencils
l) The surrounding environment
35
Assessment
a) Project report (teaching and learning resources prepared in
groups)
b) Individual work on designing and preparing teaching and learning
resources
c) Observation form
3.0 Selected Teaching Topics

3.1 The concept of whole numbers
Duration: 30 hours
Specific objectives
a) explain the techniques to be used in teaching;
b) analyse resources for teaching the topic of whole numbers;
c) prepare the 20 minutes lesson plan for teaching whole numbers;
and
d) perform micro-teaching on whole numbers.

a) Songs, brainstorming, stories, games, questions and answers
b) Group work
c) Project

a) Real objects
b) Counting aids
c) Cards of numbers
d) Charts of numbers
e) Punch cards for the visually-impaired students
Assessment
a) Self-assessment
b) Group work report
c) Project report
36
d) Individual reflection
e) Observation report
3.2 Operations with whole numbers

Duration: 14 hours
Specific objectives
a) explain the techniques used in operation with whole numbers;
b) identify resources used in teaching operation with whole numbers;
c) prepare a lesson plan on operation with whole numbers; and
d) conduct a single-lesson teaching practice in a nearby school.

a) Songs, stories and games

a) Real objects
b) Counting aids
c) Standard cards
d) Card of numbers
e) Chart of numbers
f) Punch cards for the visually-impaired students
Assessment
a) Self-assessment
b) Project report
c) Exercises
37
3.3 The concept of integers
Duration: 12 hours
Specific objectives
a) identify various techniques to be used in teaching;
b) prepare the teaching and learning resources to be used;
c) prepare a detailed lesson plan for teaching the concept of integers;
d) teach the concept of integers; and
e) perform a demonstration for teaching practice.

a) Stories, games and logical mathematical sentences
b) Group work
c) Discussions and presentations
d) Project work

a) Number lines
b) Thermometers
c) Examples of logical sentences
d) Real objects, counters, number cards, number charts, and punch
cards for the visually-impaired students
Assessment
a) Individual student work
b) Project report
c) Observation form
3.4 The concept of fractions

Duration: 30 hours
Specific objectives
a) explain techniques to be used in teaching fractions;
38
b) analyse resource to be used; and
c) conduct micro-teaching on fractions.

Stories, questions and answers, and brainstorming

a) Counting aids
b) Card of numbers
c) Card of numbers for visually-impaired students
Assessment
a) Self-assessment
b) Project report
c) Group work report
3.5 The concept of decimals

Duration: 14 hours
Specific objectives
a) explain the techniques to be used in teaching decimals;
b) analyse the resources to be used in teaching decimals;
c) prepare a lesson plan for teaching decimals; and
d) conduct a single lesson teaching practice at a nearby school.

b) Group work/ individual work
c) Project

a) Counting aids
b) Card of numbers
39
c) Card of numbers for visually-impaired learners
Assessment
a) Self-assessment
c) Project report
3.6 The concepts of exponents and radicals

Duration: 16 hours
Specific objectives
a) identify various techniques in teaching exponents and radicals;
b) analyse the resources used in teaching the concept of exponents
and radicals;
c) prepare a lesson plan for teaching exponents and radicals; and
d) conduct a demonstration teaching on exponents and radicals.

b) Individual and group work
c) Project work

a) Counting aids
b) The internet
c) Card of numbers
d) Textbooks and supplementary books
Assessment
a) Counting aids
b) Project report
c) Group work report
40
4.0 Assessment in Mathematics
4.1 The concept of assessment
Duration: 8 hours
Specific objectives
By the end of each sub-topic, the student teacher should be able to:
a) describe the concept of assessment in mathematics;
b) elaborate on the types of assessment in mathematical contexts;
and
c) use various types of assessments tools to improve learning of
mathematics.

b) Group activities, quizzes, oral arithmetics, exercises, tests,
examinations, and mathematics assessment portfolios

a) Card of numbers
b) Questions extracted from primary school mathematics topics
c) Mathematics textbooks
d) Mathematics supplementary books
Assessment
a) Self-assessment
c) Exercises
4.2 Tests and examinations

Duration: 3 hours
Specific objectives
a) prepare the Table of Specifications (TOS) for specified topics in
mathematics;
41
b) use the Table of Specifications (TOS) to construct test/examination
questions;
c) prepare the marking scheme for the test/examination; and
d) use the marking scheme to mark the test/examination.

a) Group activities
b) Group reflection
c) Practical work

a) Various tests
b) Table of Specifications (TOS)
c) Textbooks
d) Supplementary books
e) Red pens
Assessment
a) Observation form
b) Reflection report
c) Individual student work
42
References
Chama cha Hiabati Tanzania (MAT/CHAHITA). (1996). Hisabati kwa wanafunzi wa

vyuo vya Ualimu Daraja A: Jometri, Vipimo, Wakati, Fedha na Takwimu. DUP
Ltd.
Wizara ya Elimu na Utamaduni. (2005). Muhtasari wa Hisabati kwa shule za msingi
Dar es Salaam: Taasisi ya Elimu Tanzania.
Ministry of Education and Vocational Training. (2007). Mathematics academic syllabus
for Diploma in Secondary Education. Dar es Salaam: Tanzania Institute of
Education. (TIE)
Ministry of Education and vocational Training. (2007). Mathematics Pedagogy Syllabus
for Diploma in Secondary Education. Dar es Salaam: Tanzania Institute of
Education. (TIE)
Open University of Tanzania. (2007). Introduction to practitioner practice inquiry:
Lecture 6, Action research for school improvement. Dar es Salaam. Open
University of Tanzania (OUT).
Mradi wa EQUIP. (2007). Miongozo ya kufundishia Hisabati: Darasa la 1, 2, 3, 4, 5,
6 & 7. Shinyanga: Oxform - GB.
Taasisi ya Elimu Tanzania. (2007). Mwongozo wa ufundishaji wa somo la Hisabati kwa
shule za msingi. Dar es Salaam. Taasisi ya Elimu Tanzania.
UNESCO. (2008). Mwongozo pendekezi kwa waelimisha walimu wa kuandaa zana na
vifaa vya kufundishia na kujifunzia. Dar es Salaam: UNESCO.
43

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MINISTRY OF EDUCATION, SCIENCE AND

SYLLABUS FOR CERTIFICATE COURSE IN

ISBN: 978 - 9987 - 09 - 127 - 0

Tanzania Institute of Education

Tel: + 255 22 2773005

Certificate of Teacher Education is a two-year programme which has been designed

This document is hereby approved as a Mathematics Syllabus for the Certificate

Ministry of Education, Science and Technology

Tel: + 255 222 110150

Rationale for reviewing the syllabus

Goals of teaching mathematics

Organization of the syllabus

Table 1: Categories of assessment for mathematics

(a) interpreting and calculating mathematical word problems;

Objectives of the lesson

(a) develop an understanding of the principles and theories of mathematics;

Teaching and learning strategies

Teaching and learning resources

1.2 Additions and subtractions of whole numbers

Teaching and learning strategies

Teaching and learning resources

1.3 Multiplication and division of whole numbers

Teaching and learning strategies

1.4 Lowest common multiple (LCM) and greatest common factors

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

2.3 Multiplication and division of fractions

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

4.4 Plane figures

Teaching and learning strategies

Teaching and learning resources

4.5 Three-dimensional figures: surface areas

Teaching and learning strategies

Teaching and learning resources

4.6 Three-dimensional figures: volume

Teaching and learning strategies

Teaching and learning resources

4.7 Pythagoras theorem

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

Teaching and learning strategies

Teaching and learning resources

5.3 Multiplication and division of integers