1. The purpose of teaching mathematics is to improve students' ability to use numbers to solve problems and develop mathematical problem solving skills. 2. An effective math learning environment should be positive, healthy, and encourage enthusiasm for learning math. Cooperative learning, peer tutoring, and cross-age tutoring can be used to promote math learning. 3. Foundational math skills like number readiness, counting, and understanding place value need to be mastered before learners can manipulate and compute with numerals. Computer-assisted learning can help consolidate skills and assist students with learning difficulties.

1. MATHEMATICS TEACHING THAT MAKE SENSE
The purpose of teaching mathematics is to improve the
ability of learners to use the numbers to solve the problem, then
the development of mathematical problem solving.
 An effective environment
Mathematical environment created by specialists learn
learning should reflect the positive psychological climate that will
lead to and increase the enthusiasm of students to learn
mathematics. The philosophy is that learners develop better math
skills in a learning environment that is healthy and positive in one
unhealthy, negative and rejective.

2.  Cooperative learning
cooperative learning is defined as a group learning experience in
which the outcome results from common effort, the goal is shared by all its
members, and each member's success is dependent on each other's'.
Cooperative learning requires a set of practical strategies that the learning
specialist can use to structure the relevant activities to promote the learning of
mathematics.(ariel 1992: 269).
 Peer and cross- age tutoring
Peer tutoring refers to the instruction of one learner by another under
the supervision of a learning specialist, while cross-age tutoring involves older,
more advanced learners teaching younger ones. Both styles of tutoring can
occur on a one-on-one basis or in small groups

3.  Number readiness
Certain developmental aspects such as attention span, concentration
abilities, perceptual skills and motor development are closely linked to
learners' readiness to learn mathematics in the foundation phase. The learner
who has a short attention span and poor perception often struggles to see
objects in groups or sets and has difficulty distinguishing between specific
objects or attributes (Ariel, 1992).
 Creating counting experiences
Initially the learning specialist should provide the learner with ample
opportunity to practise counting at all levels, i.e. learning to count at a concrete
level by means of concrete objects, followed by learning to count at a semi-
concrete level by means of domino cubes, objects (pictures) on play cards,
various illustrations on paper, and so forth.
 Mastering number sense
Mastering number sense and developing understanding of place value
are important aspects of the mathematics curriculum for foundation level
learners.

4.  Introducing place value by means of the number line and 100-chart
The learners are integrating their understanding of place value with
number symbolism.
 Comparing numerals (more than, less than)
Now learners are prompted to compare different numerals. At this
stage the learning specialist only works with numerals one to nine.
 Compiling and analysing numerals
1. Learning combinations of numerals 1 to 10
2. Learning combinations of numerals 10 to 20
3. Learning combinations of numerals up to 99
4. Learning to write down simplified extended notation.
5. Learning combinations of numerals 100 to 999
6. Learning about visual representation, writing (notation), recognition
and reading of numerals 10 to 100 and 101 to 1 000
7. Consolidating recognition and reading of numerals

5.  Doubling and halving numerals
 Learning about doubling numerals
 Learning about halving numerals
 Manipulating and computating numerals
The learning specialist is nevertheless advised to ensure that learners
have mastered addition and subtraction before attempting multiplication and
division.
 Learning about story problem
Story problems represent situations involving mathematical
operations. Furthermore, they allow learners to apply the skills learned in basic
operations to real-life situations.
 Using instructional materials and methods effectively
 The role of drill and practice
 Using mathematical games

6. COMPUTER- ASSISTED LEARNING AND TEACHING
Combinations of computerisad and conventional learning and
teaching may work well to consolidate newly learned skills, to assist learners
who experience learning difficulties, and to make provision for those learners
with differential styles of learning.