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Vanessa Carles – Student number: 64948722 FMT3701 – Unique number: 856443Foundation Phase Mathematics
Teaching
FMT3701
Vanessa Carles
Student number: 64948722
Assignment 2
Unique number:856443
Due date: 25 July 2022
1
,Vanessa Carles – Student number: 64948722 FMT3701 – Unique number: 856443
Table of Contents
Honesty Declaration Page 3
Question 1 Pages 4 to 8
Question 2 Pages 8 to 10
Question 3 Pages 11 to 12
Question 4 Pages 12 to 16
References Page 17
2
,Vanessa Carles – Student number: 64948722 FMT3701 – Unique number: 856443
HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY
CHILDHOOD EDUCATION
Module Code: FMT3701 Assessment Date: 25 July 2022
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not only
includes verbatim copying, but also the extensive use of another person’s ideas
without proper acknowledgement (which includes the proper use of quotation marks)
or any attempt to cheat the plagiarism checking system. I know that plagiarism
covers the use of material found in textual sources and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that copying
someone else’s work, or part of it, is wrong, and that submitting identical work to
others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my work with the
intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarised.
7. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name: Vanessa Stephanie Carles
Student No: 64948722
Signature: Date: 26 June 2022
3
, Vanessa Carles – Student number: 64948722 FMT3701 – Unique number: 856443
Question 1
1. In our quest to understand how children master basic mathematical
concepts, we need some basis from which to build our understanding.
Many approaches to teaching and different theories on how children
develop and learn, have been documented through the years.
1.1 Identify THREE (3) of the child development theorists.
• Jean Piaget
• Lev Vygotsky
• Jerome Bruner
1.2 Evaluate these child development theories and explain the applicability
of each one to the teaching and learning of mathematics in the
Foundation Phase.
• Cognitive Constructivist Theory of Jean Piaget:
According to Piaget learning is a continues process of constructing knowledge
and most of the knowledge and information children learn are from interacting
with people, objects and ideas. He believes that children construct knowledge
through two processes of adaption, which is assimilation and accommodation.
Assimilation is when a child adds information to things they already know
through structures. Accommodation is when children make changes to their
existing knowledge through structures so that new information gained can fit
in better. Piaget also suggested that children proceed through stages of
development and these stages are the same for all children according to their
ages. The four stages of development are as follows:
o Sensorimotor stage (birth - 2 years old). This coordinates with senses of
curiosity and motor response about anything and everything.
o Preoperational stage (2 - 7 years old). Refers to their symbolic thinking,
their use of grammar and proper syntax, with their experience to express
concepts and their imagination.
o Concrete operational stage (7 – 11 years old). Children gain the ability to
think logically and systematically, to solve problem and to organise
information learned. However, they have not yet developed the ability to
think abstractly as well as to work things out in their head, therefor they
need to experience concepts attached to concrete situations / objects and
hand-on activities. At this age, children are able to classify objects
according to mass, size and colour.
o Formal operational stage (11 to 15 years old). Highest level of thinking,
logic, hypothetical reasoning, ideas and abstract thoughts. They are able
to plan and problem-solve and are able to reapply prior concepts learned.
• The Social Constructivist Theory of Vygotsky:
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