Knowledge required to design NRT and their description
| Component | Description | Illustrative indicators |
|---|---|---|
| Mathematics Content Knowledge | The knowledge of mathematics concepts that are to be learned or taught and knowledge for teaching | The appropriate concept of mathematics |
| Uses appropriate materials including concrete manipulatives, visual aids, digital resources, and real-world contexts to help students grasp abstract concepts through hands-on learning and visualisation | ||
| Mathematics relevance – Age (year level) and prior knowledge | ||
| Knowledge of a non-mathematics curriculum area | The knowledge of a non-mathematics curriculum area/concepts that mathematics will be used to facilitate the learning | Focus on the curriculum area |
| Mathematics is used as a vehicle to teach a non-mathematics concept | ||
| Demonstrate and understand the concept | ||
| Structure of the content | ||
| Knowledge of learning activity design | Knowledge of specific interaction of student(s) with other(s) using specific tools and resources focused on students' effective learning | Student-focused |
| Relevance to students' lives | ||
| Consideration of students' existing capabilities, including options for diverse students | ||
| Provision of opportunities for discussion | ||
| Use of relevant tools | ||
| Inclusion of assessment strategies | ||
| Context | The knowledge of how classroom contexts and the diversity of students' learning styles and preferences offer opportunities to plan for effective learning experiences | Students' prior knowledge |
| Age appropriateness | ||
| Relevance to existing curricula | ||
| Available potential tools | ||
| The characteristics of the school system |
| Component | Description | Illustrative indicators |
|---|---|---|
| Mathematics Content Knowledge | The knowledge of mathematics concepts that are to be learned or taught and knowledge for teaching | The appropriate concept of mathematics |
| Uses appropriate materials including concrete manipulatives, visual aids, digital resources, and real-world contexts to help students grasp abstract concepts through hands-on learning and visualisation | ||
| Mathematics relevance – Age (year level) and prior knowledge | ||
| Knowledge of a non-mathematics curriculum area | The knowledge of a non-mathematics curriculum area/concepts that mathematics will be used to facilitate the learning | Focus on the curriculum area |
| Mathematics is used as a vehicle to teach a non-mathematics concept | ||
| Demonstrate and understand the concept | ||
| Structure of the content | ||
| Knowledge of learning activity design | Knowledge of specific interaction of student(s) with other(s) using specific tools and resources focused on students' effective learning | Student-focused |
| Relevance to students' lives | ||
| Consideration of students' existing capabilities, including options for diverse students | ||
| Provision of opportunities for discussion | ||
| Use of relevant tools | ||
| Inclusion of assessment strategies | ||
| Context | The knowledge of how classroom contexts and the diversity of students' learning styles and preferences offer opportunities to plan for effective learning experiences | Students' prior knowledge |
| Age appropriateness | ||
| Relevance to existing curricula | ||
| Available potential tools | ||
| The characteristics of the school system |
Source(s): Getenet (2022, pp. 663-673)