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This is an introductory numeracy teaching course that consists of two units highlighted below. These units will enable you to achieve 12 credits.

To successfully achieve this qualification you will be expected to demonstrate an understanding and use of models to represent mathematical situations in both personal and professional contexts. Mathematical modelling falls into categories, which are: empirical, simulation, deterministic, and stochastic.

Empirical modelling involves examining data related to the problem with a view of formulating or constructing a mathematical relationship between the variables in the problem using the available data.

Simulation modelling involves the use of technology (apps, computers etc.) to generate a scenario based on a set of rules. These rules arise from an interpretation of how a certain process is supposed to evolve or progress.

Deterministic modelling involves the use of equation or set of equations to model or predict the outcome of an event or the value of a quantity.

Stochastic modelling is usually used in business and marketing and takes deterministic modelling one further step. In stochastic models, randomness and probabilities of events happening are taken into account when the equations are formulated. The reason behind this is the fact that events take place with some probability rather than with certainty. You might find Mr Reddy Maths Blog useful about modelling.

You are also free to use simplification and assumption when making sense of a mathematical situation. Simplification is simply a process of breaking down an issue so that it is easier and simpler to understand. For example 78 – [24 – {16 – (6 – 5 – 1)}] can be simplified this way:
78 –[24-{16-(6-4)}]
78 –[24-{16-2}]
78 –[24-{14}]
78 –[24-{14}]
78-10
68

You will be expected to make some assumptions such as expecting all sides of a square garden to be equal which might not be the case in reality. It is important for you to demonstrate how you distinguish between linear and non-linear mathematical patterns. For example the numbers: 4,8,12 are liner because there is a pattern, difference of four between the numbers. Non-linear numbers do not have such a pattern. For example: 1,9,12,13. You should not multiply or subtract when determining liner and non-linear numbers.

You will also be expected to demonstrate how you can use logic and multi-step approach when working, interpreting findings and presentation of mathematical solution. Use of graphs, charts and dealing with decimal places, ratios, equations and algebraic functions will be expected.

You will be assessed at the same level as an A-Level candidate.