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- University Of South Africa (Unisa)
PARAPHRASE, USE AS A RESOURCE TO CREATE YOUR OWN MASTERPIECE
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STUDENT NAME: ZAHEDA BHAIJEESTUDENT NUMBER: 54030528
SEMESTER 1
ASSESSMENT 2
UNIQUE NUMBER: 786603
DUE DATE: 4 APRIL 2018
,Activity 1.1
Mathematics for me has always been petrifying to the point I somewhat
had a complete distaste for it. I was always an A student so I had no
choice but to do it till grade 12 and I thank God for passing it. My fear
started in grade 04. We had a horrible, old, badly tempered teacher that
yelled and went as far as hitting learners for getting something wrong.
The time he came into class left learners in fear and most of us were
more worried about getting shouted at than even learning the lesson. I
began to hate the subject and formed a mind block. I would get anxious
and teary eyed when it came to doing mathematics.
I was fortunate to be blessed with a calm, kind woman in my FET phase
and she helped me through our fears. She made mathematics fun and
would allow us to do some examples outside in the school garden. She
would allow to work in groups and encouraged a safe and comfortable
where constructive learning took place. I did mathematics on higher
grade and passes well. I am grateful to her for that wonderful experience
Activity 1.2
Picture 1- The teacher is standing behind the desk and the learners
listen passively to the teacher. She has a small object in her hand and
seems to be explaining a concept using this object. The learners seem
to be crammed together and some learners cannot see the teacher. This
is evident with the boy at the back tilting his body uncomfortable to tyr
and see the object. The learners seem bored and unhappy.
Picture 2- leaners are engaged in solving a problem. They have
manipulative (concrete apparatus which they can use to solve the
problem.)
Picture 3 – looks a like a very old classroom set up. One can almost
smell and see the fear of the learners by them sitting on their hands. The
teacher‟s hands in her pocket show her sternness and aloofness.
Picture 4 – The teacher is sitting close to her learners and listening
attentively to them. She seems really interested in what they are saying
,and doing. Looks like an example of pair/group work and the teacher
walks around and listens/ observes what the leaners are doing.
Picture 5 – looks like a learner is working alone. The learner seems too
frustrated and grappling with the activity. Does not look like a happy
picture. It looks like the learner is struggling with homework and does not
understand what to do.
Picture 6 –learners seem enthusiastic and engaged with the lesson. The
are attentive and listening to the teacher.
Activity 1.3
No.3
Teacher
Create an environment for doing mathematics
Mutual respect for each other and others opinions
Listen attentively
Learner
Actively involved
Must be willing to take risks
Discover through logical reasoning
Must make sense of concepts through discussion
Activity 1.6
Assimilation refers to the use of an existing schema to give meaning to a
new experience. Assimilation is based on learner‟s ability to notice
similarities among objects and match new ideas to those they already
process.
Accommodation is the process of altering existing ways of seeing things
or ideas that do not fit into existing schemata. Accommodation is
facilitated by reflective thought and it results in the changing or
modification of existing schemata.
, Disequilibrium is when new knowledge and existing knowledge do not
match the learner‟s needs to modify the rearranged concept and
connections.
Reflective thought is to sift through existing ideas to find those that seem
related to the new knowledge.
Activity 1.7
1. Each child gets 39 smarties.
a. Michael used the breaking down method. He broke the
numbers156 into smaller numbers
40 ÷ 4 = 10
Then 16 ÷ 4 = 4
Then 100 ÷4 = 25
He then added 40+16+100= 156
And 10+4+25 = 39
Basically he interpreted the first task „how many sets of 4 can
be made from 156?‟ so he used facts that were either easy or
available to him 10 x 4 and 4x4. These totals he subtracted
from 156 until he got to 100. He added his sets of 4 and knew
the answer was 39.
Michael uses an equal subtraction approach using known
multiplication facts.
Romy tried to share them by forming 4 columns and shared
amounts to each, she used a counting up approach, first giving
each student 20 smarties, seeing they could be get more,
distributed 5 to each, then 10, then singles until she reached a
total. Romy reflects the sharing context of the problem.
b. Algorithm is a procedure that consists of a finite number of
steps that lead to a result; it is a process or set rules to be
followed in calculations or other problem solving operations.
Activity 1.9
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