Exam (elaborations)
OPM1501 NOTES.
- Course
- OPM1501
- Institution
- University Of South Africa
OPM1501 NOTES.100% TRUSTED Answers, guidelines, workings and references.
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OPM1501 NOTES.,WHAT IT MEANS TO DO MATHEMATICS
Introduction
There are different conceptions about what it means to do
mathematics. Of importance to note is that the nature of mathematics
teaching and learning is changing in response to various research studies
on the nature of children’s learning and research of teacher classroom
practices. It is also changing in response to the technological
advancements and research calls to integrate technological tools during
mathematics teaching and learning, as the use of technological tools is
viewed as effective in enabling learners’ effective learning. As you are
joining the mathematics teaching profession, you are now required to
recognise that learners also have their own conceptions and
misconceptions of what mathematics is, and they have prior
understanding of how numbers work. It is also important that you
recognise that learners bring to the classroom various strategies to solve
problems as well as the capacity to examine spatial and quantitative
information in a critical manner (Luneta 2013). This learning unit focuses
on different conceptions of what it means to do, understand, and learn
mathematics as well as theoretical positions of what it means to teach
mathematics.
There are different conceptions about what it means to do
mathematics. Of importance to note is that the nature of mathematics
teaching and learning is changing in response to various research studies
on the nature of children’s learning and research of teacher classroom
practices. It is also changing in response to the technological
advancements and research calls to integrate technological tools during
mathematics teaching and learning, as the use of technological tools is
viewed as effective in enabling learners’ effective learning. As you are
, joining the mathematics teaching profession, you are now required to
recognise that learners also have their own conceptions and
misconceptions of what mathematics is, and they have prior
understanding of how numbers work. It is also important that you
recognise that learners bring to the classroom various strategies to solve
problems as well as the capacity to examine spatial and quantitative
information in a critical manner (Luneta 2013). This learning unit focuses
on different conceptions of what it means to do, understand, and learn
mathematics as well as theoretical positions of what it means to teach
mathematics.
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