TMS3733 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE September 2024
TMS3733 Assignment 5 2024 | Due September 2024
CIC2601 Assignment 4 2024 | Due 2 September 2024
All for this textbook (9)
Written for
Cornerstone College, Pretoria, Gauteng
Mathematics Didactic (ED4–MATH2C)
All documents for this subject (3)
Seller
Follow
LauraJaffe
Reviews received
Content preview
Mathematics Didactics
Module Code: ED4 – MATH2C (FP)
Assignment 1
_________________________________________
In partial fulfilment of the requirements in Post Graduate Certificate
in Education (Foundation Phase) (PGCE FP) at Cornerstone
Institute.
_________________________________________
By L.M. Jaffe
SN: 38483
_________________________________________
29 July 2019
, Mathematics is a language of it’s own. We learn the language of mathematics through
different symbols and codes instead of basic letters and phrases learnt in other
languages (DBE, 2011). Mathematics, as a subject in Foundation Phase, aims to
develop young learners’ skills of observation, illustration, investigation and
interpretations of physical, emotional and social experiences (DBE, 2011). This essay
aims to describe the difference between play-based approaches to learning
mathematics in grade R versus the formal approach to learning mathematics from
grade 1 to grade 3. This essay will focus on the diverse theories of development that
are appropriately used in the 21st century.
A learner-directed or learner-centred approach to teaching and learning is essential in
the 21st century. A learner-centred approach to teaching and learning is a new
educational approach that is aimed at encouraging the inquiring minds of learners.
Learners in the 21st century are eager to discover and fuel their higher-order thinking
skills through play-based activities and the use of technology (Nieman & Monyai,
2006). Learners in the 21st century crave socialisation and stimulation in a supportive
environment (Nieman & Monyai, 2006). The idea behind learner-centred and teacher-
guided activities is to encourage collaboration, critical thinking, creativity and
communication. These are the four C’s that constitute a learner-centred approach to
teaching and learning (Silva, 2008).
A learner-centred approach to teaching and learning mathematics is based on the
principles of holistic development (DBE, 2011). The concept of holistic development is
what makes up teacher-guided lesson in Foundation Phase (Excell & Linington,
2015). Holistic development focuses on physical, social, emotional, cognitive,
language, perceptual motor, creative and spiritual development of each child (Excell &
Linington, 2015). Play-based learning in grade R can encourage learners to create a
path of self-discovery when it comes to developing their mathematics (left) side of
their brains. The left side of the brain assists functions such as analytical thought,
reasoning, language and number skills. The right side of the brain is the creative side
of the brain and assists function such as creativity, art awareness, imagination and
intuition (Brainmadesimple, 2019). The right side of a developing brain is responsible
for controlling the left side of the body, and the left side of the brain is responsible for
controlling the right side of the body. It is evident that these two sides of the brain
need to work together for holistic development in young minds.
Grade R learners follow a daily programme that comprises of teacher-guided / learner-
centred activities, routines and free play (DBE, 2011). Morning ring is a wonderful time
for mental math whole group activities followed by routines. In grade R, mental
mathematics allows learner to begin to develop a mental number line (DBE, 2011).
For example, the teacher can guide learners to count boys and girls or simple to sing
simple songs that have a numeracy focus (DBE, 2011). As grade R learners are
acquiring their emergent mathematics skills and concepts, they move through three
phases of learning known as the kinaesthetic stage, the concrete stage and the paper
and pen representation phase (DBE, 2011).
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller LauraJaffe. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $6.53. You're not tied to anything after your purchase.