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SDMAT04 EXAM PACK- Questions with verified answers |2022 R81,46   Add to cart

Exam (elaborations)

SDMAT04 EXAM PACK- Questions with verified answers |2022

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SDMAT04 EXAM PACK- Questions with verified answers | 2022

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  • February 7, 2022
  • 26
  • 2021/2022
  • Exam (elaborations)
  • Questions & answers
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Name : V. Odendaal
Address : 14 Pytilia
Rooihuiskraal
Centurion
0157
Student Number : 32134320
Module Code : LADMMM6
Assignment Number: 626881
Assignment Number 02




Teaching Mathematics



SDMAT04
626881
Assignment Number 02


Lecturer: Prof Zingiswa Jojo

,Name : V. Odendaal Module Code : SDMAT04
Student Number : 32134320 Assignment Number : 02 - 626881

DECLARATION BY STUDENT
I declare that the assignment entitled,
" Teaching Mathematics ",
is my own work and that all the sources that I have used or quoted have been
indicated and acknowledged by means of complete references.


Date: 24 May 2019
Name of student: Vicky Odendaal




Page 2 of 24

, Name : V. Odendaal Module Code : SDMAT04
Student Number : 32134320 Assignment Number : 02 - 626881


TABLE OF CONTENTS
Page
SECTION A ............................................................................................................................................5

Question 1: Doing Mathematics ...............................................................................................................5

1.1 Describing what it means to "do" mathematics ..................................................................................5

1.2 Why doing pencil-and-paper computations is not "doing mathematics" ...........................................6

1.3 Features of a classroom environment for engaging in doing mathematics ........................................6

1.4 How learners come to believe that they are capable of making sense out of
mathematics ...................................................................................................................................7

1.5 Advantages and disadvantages of the implementation of the CAPS (Curriculum
and Assessment Policy Statement) policy in South Africa ............................................................7

Question 2: Problem-based teaching ........................................................................................................8

2.1 Routine vs. non-routine problems ......................................................................................................8

2.2 Teacher-centered vs learner-centered instruction ...............................................................................9

2.3 The benefits of teaching with the use of problems .............................................................................9

Question 3: Construction of knowledge .................................................................................................10

3.1 "We construct our own knowledge" vs. "we absorb knowledge" ....................................................10

3.2 Knowing vs. understanding ideas .....................................................................................................11

3.3 Benefits of relational understanding.................................................................................................11

3.4 Conceptual and procedural knowledge of mathematics ...................................................................13

3.5 Reflective thought ............................................................................................................................14

3.6 Vygotski's socio-cultural view of learning .......................................................................................14

3.7 The use of models.............................................................................................................................15

SECTION B ..........................................................................................................................................16

1. The problem-centred approach in mathematics education ...........................................................16

2. Modelling in mathematics education ...........................................................................................17

3. The relationship between the problem-centred approach in mathematics
education and modelling in mathematics education ....................................................................19




Page 3 of 24

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