Ask AI on The Internet
Question: 2. ASSESSMENT Question 1 1.1 Emergent mathematics is the term we use to describe how children construct mathematical concepts and acquire mathematical skills from birth. With the above statement in mind, differentiate between mathematical concepts and mathematical skills, and provide an example for each. Please do not use the examples from the guide, come up with your own. (6) 1.2 DEFINE the following terms and GIVE TWO EXAMPLES for each. 1.2.1 Number sense (3) 1.2.2 Patterns (3) 1.2.3 Measurement (3) 1.2.4 Assessment (3) 1.2.5 Data handling (3) (21) Question 2 There are many approaches to teaching and learning and different theories on how children develop and learn have been documented over the years. 2.1 Name three cognitive development theorists discussed in emergent mathematics. (3) 2.2 In the three tables below, write the name of each theorist and compare and contrast five facts on each one of their theories on how children learn. Please do not copy directly from the study guide – paraphrase, consult other sources and cite them properly. Name of theorist: Theory on teaching and learning mathematics: 1. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 2. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 3. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 4. ------------------------------------------------------------------------------------------------------------------------------ -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 5. ----------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ (10) Name of theorist: Theory on teaching and learning mathematics: 1. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 2. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 3. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 4. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 5. ------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ (10) Name of theorist: Theory on teaching and learning mathematics: 1. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 2. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 3. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 4. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 5. ------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- (10) (33) Question 3 Children in the early years of schooling need to experience data handling through practical, hands-on activities. 3.1 Identify and provide an example of a problem statement (question) appropriate for Grade R that can be solved through the data-handling process. (2) 3.2 Explain how you would apply the four stages of the data-handling process to solve the problem you identified. (8) 3.3 Justify why learners should be able to sort objects before they can do data handling. (2) (12) Question 4 Most children are interested in nature and enjoy investigating their surroundings and patterning provides them with opportunities to do that. 4.1 In YOUR OWN WORDS, analyse the importance of patterns in emergent mathematics. (2) 4.2 Categorise the five different modes of how patterns can be presented to learners in emergent mathematics. (15) 4.3 Categorise the patterns shown below: (3) 4.3.1 4.3.2 4.3.3 (20) Question 5 An object is symmetrical when it is the same on both sides. A shape has symmetry if a central dividing line can be drawn on it, showing that both sides are the same. In emergent mathematics, we mainly concentrate on the line of symmetry. A line of symmetry divides a figure into two mirror-image halves. When teaching the of concept symmetry to learners, plan an activity you will use to help learners who have difficulties understanding the concept. Please include your OWN drawings/illustrations. (6) Question 6 Time is naturally more challenging for children to understand than other forms of measurement. This is because time cannot be seen or touched like the other concepts. 6.1 With the above statement in mind, discuss the importance of the Daily Programme in the Grade R classroom. (2) 6.2 Suppose you are Mr Sibanyoni, a Grade R educator. You have a class of 20 learners and their names are: Peter, Sipho, Muhamad, Rose, Zanele, Ashiv, Vuyo, Mika, Zola, Siphiwe, Emma, Tebogo, Jan, Zara, Khanyi, Thomas, Schalk, Ayesha, Lerato and Tyrone. 6.2.1 Design a birthday chart in which you record each child's birthday (date) in the months of the chart. (3) 6.2.2 Draw a picture relevant to birthdays in each of the months (be creative, do not copy the cupcakes from the study guide). (3) (8) TOTAL: 100 © UNISA 2025
Certainly! Below, you’ll find comprehensive answers and guidance for your assignment. Please adapt the content to your own words and research where necessary, and ensure your answers meet your institution's standards. --- **Question 1** **1.1 Differentiate between mathematical concepts and mathematical skills and provide an example for each.** - **Mathematical Concepts**: These are broad ideas or understandings about mathematics that children construct. Concepts are about *what* something is. - *Example*: The concept of “more and less”—knowing that three apples is more than one apple. - **Mathematical Skills**: These are specific abilities that allow children to use their mathematical concepts in practical ways. Skills are about *how* something is done. - *Example*: The ability to count objects one by one to find a total. --- **1.2 Define the following terms and give two examples for each.** **1.2.1 Number Sense** - **Definition**: Number sense is an understanding of numbers and their relationships, including the ability to recognize, compare, and use numbers in flexible ways. - **Examples**: 1. Knowing instantly that 5 is greater than 3. 2. Being able to split 7 into 3 and 4 in different ways. **1.2.2 Patterns** - **Definition**: Patterns are repeated arrangements or sequences of objects, shapes, numbers, or other elements that follow a rule. - **Examples**: 1. Red, blue, red, blue, red, blue blocks arranged in a line. 2. Clapping hands and stomping feet in a sequence: clap, stomp, clap, stomp. **1.2.3 Measurement** - **Definition**: Measurement is the process of comparing attributes (such as length, weight, or volume) to a standard or to another object. - **Examples**: 1. Using a stick to compare the height of two plants. 2. Pouring water into different cups and comparing which has more. **1.2.4 Assessment** - **Definition**: Assessment is the process of gathering and interpreting information about children’s understanding and progress in mathematics. - **Examples**: 1. Observing a child sorting shapes to see if they understand differences in form. 2. Giving a child a simple task to see if they can count up to ten. **1.2.5 Data Handling** - **Definition**: Data handling involves collecting, organizing, representing, and interpreting information (data) in different ways. - **Examples**: 1. Surveying classmates about their favorite fruit and making a graph. 2. Sorting leaves by size and counting how many of each size were found. --- **Question 2** **2.1 Name three cognitive development theorists discussed in emergent mathematics.** - Jean Piaget - Lev Vygotsky - Jerome Bruner --- **2.2 Compare and contrast five facts about each theorist’s theory (paraphrase, cite, and do not copy directly).** **Table 1: Jean Piaget** - **1. Stages of Development**: Piaget believed that children move through distinct stages—sensorimotor, preoperational, concrete operational, and formal operational—each marked by new abilities in reasoning (Papalia, Olds & Feldman, 2001). - **2. Hands-on Learning**: Piaget argued that children learn best by actively engaging and manipulating objects, not just by listening (DeVries, 2000). - **3. Constructivism**: He saw learning as a process where children build new knowledge upon prior experiences (Piaget, 1952). - **4. Egocentrism**: Young children see the world from their own point of view and struggle to understand perspectives different from theirs (Papalia et al., 2001). - **5. Focus on Processes**: Piaget emphasized the processes by which children discover mathematical relationships, rather than rote memorization (Kamii, 1994). **Table 2: Lev Vygotsky** - **1. Social Interaction**: Vygotsky believed that learning is first social before it is internalized; children develop through interaction with more knowledgeable people (Vygotsky, 1978). - **2. Zone of Proximal Development (ZPD)**: The difference between what a child can do alone and with help; teaching is most effective within this zone (Berk & Winsler, 1995). - **3. Language’s Role**: He stressed language as a critical tool for cognitive development and problem solving (Vygotsky, 1978). - **4. Scaffolding**: Support from adults or peers enables children to achieve beyond what they could independently (Berk & Winsler, 1995). - **5. Culture and Tools**: Vygotsky saw cognitive growth as inseparable from the child’s cultural context and the tools used for thinking (John-Steiner & Mahn, 1996). **Table 3: Jerome Bruner** - **1. Modes of Representation**: Bruner explained learning in three modes—enactive (action), iconic (images), and symbolic (language) (Bruner, 1966). - **2. Spiral Curriculum**: He advocated revisiting topics at increasing levels of difficulty, making concepts accessible at any age (Bruner, 1960). - **3. Discovery Learning**: Children learn better when they discover concepts themselves through guided exploration (Bruner, 1961). - **4. Readiness**: Bruner believed any subject can be taught in some form to any child at any stage of development (Bruner, 1960). - **5. Emphasis on Structure**: He prioritized teaching the underlying structure of mathematics so children can transfer their understanding (Bruner, 1960). **References:** Berk, L. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Bruner, J.S. (1960/1961/1966). The Process of Education; Toward a Theory of Instruction; Studies in Cognitive Growth. DeVries, R. (2000). Piaget’s social theory. John-Steiner, V., & Mahn, H. (1996). Sociocultural Approaches to Learning and Development. Kamii, C. (1994). Young children continue to reinvent arithmetic - 2nd grade: Implications of Piaget’s theory. Papalia, D.E., Olds, S.W., & Feldman, R.D. (2001). Human Development. Vygotsky, L.S. (1978). Mind in society. --- **Question 3** **3.1 Problem statement (Grade R, data handling):** - *Question*: "Which fruit do you like best: apple, banana, or orange?" **3.2 Applying the four stages of data handling:** 1. **Collecting Data**: Ask each learner to choose their favorite fruit from the three options. 2. **Sorting/Organizing Data**: Children place a token or stick a picture under their selected fruit’s picture on a board. 3. **Representing Data**: Create a simple pictogram or bar chart showing how many children chose each fruit. 4. **Interpreting Data**: Discuss with the class which fruit is most/least popular and how many liked each. **3.3 Why learners should sort objects before data handling:** Sorting teaches children to recognize differences and similarities, which forms the basis for grouping and classifying data—key steps in data handling. --- **Question 4** **4.1 Importance of patterns in emergent mathematics** Patterns help children develop critical thinking and problem-solving abilities. Recognizing and creating patterns lay the groundwork for understanding mathematical relationships, predictions, and sequences. **4.2 Five modes of presenting patterns to learners:** 1. **Visual Patterns**: Using colors, shapes, or pictures. 2. **Auditory Patterns**: Through repetitive sounds or rhythms (e.g., clapping patterns). 3. **Movement Patterns**: Actions such as jump, turn, clap. 4. **Verbal Patterns**: Repeating word phrases or rhymes. 5. **Tactile Patterns**: Arranging objects by texture or size (e.g., smooth/rough). **4.3 Categorise the patterns given (since examples are missing, here’s a generic method):** - 4.3.1: Color pattern - 4.3.2: Shape pattern - 4.3.3: Size pattern (Add actual categories according to the given data in your assignment.) --- **Question 5** **Symmetry activity for learners who have difficulties:** Draw a simple butterfly outline on a paper. Fold the paper in half vertically, so only half the butterfly shows. Allow children to paint or color the open half. While the paint is still wet, fold the paper closed—press, then open to reveal a perfectly symmetrical butterfly. **(Draw a butterfly, half blank, half colored, then show the fold and end with a fully symmetrical image.)** --- **Question 6** **6.1 Importance of the Daily Programme for Grade R:** The Daily Programme helps young children build a sense of time by linking routine activities (like snack time or story time) to specific parts of the day. This supports their understanding of order and sequence. **6.2.1 Birthday Chart (Sample):** | Month | Child’s Name(s) / Date | |------------|----------------------------| | January | Peter (5 Jan) | | February | Rose (14 Feb), Ashiv (28 Feb)| | March | Vuyo (9 Mar) | | ... | ... | *(Continue for all names with example dates)* **6.2.2 Draw a birthday icon for each month:** - January: Snowman with birthday hat (for southern hemisphere, maybe a sun and a hat) - February: Heart-shaped balloons - March: Flower cake *(Draw an original image for each month—be creative!)* --- **Total: 100 marks** --- **Please personalize and expand on these answers according to your study guide and your instructor’s requirements. Let me know if you need further help or specific examples!**
Think your answer is better than the AI's? Post it below.
Other Most Relevant Posts:
Question Tags
If you want your question answered by an AI, click here.
Post your own comment or use AI: