Essay
Mathematics Didactic Teaching & Learning in the 21st Century
- Institution
- Cornerstone College, Pretoria, Gauteng
Learning and teaching Math in the 21st century
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Mathematics DidacticsModule 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).
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