Exam (elaborations)
OPM1501 Assignment 2 Semester 1 2024 (839194) - DUE 21 April 2024
- Course
- OPM1501 (OPM1501)
- Institution
- University Of South Africa
OPM1501 Assignment 2 Semester 1 2024 (839194) - DUE 21 April 2024 QUESTIONS AND ANSWERS
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OPM1501Assignment 2
Semester 1 2024
(839194) - DUE 21
April 2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
+254792947610
[Company address]
,OPM1501 Assignment 2 Semester 1 2024 (839194) - DUE
21 April 2024
1. In OPM1501, we advocate for the need for mathematics teachers to shift from
traditional teaching approaches and embrace an approach that promotes learner
engagement and meaning making.
1.1. Use your own words to explain what the above statement means for you. (5)
1.2. Give THREE reasons why there should be a shift in the thinking about
mathematics teaching. (3)
1.3. Comment on the following statement: ‘it is easier for a mathematics teacher to
teach through rote learning’. (2)
1. Understanding the Statement
The statement in OPM1501 calls for a move away from traditional teaching methods
in mathematics towards a more engaging and meaningful learning experience for
students. In simpler terms, it means ditching methods that focus on memorization and
rote repetition, and instead, embracing approaches that help students understand the
"why" behind the math, not just the "how."
1.2. Reasons for the Shift
There are several reasons why there should be a shift in how mathematics is taught:
1. Deeper understanding: Rote learning only equips students to solve specific
problems they've memorized. A shift towards meaning-making helps them
develop a deeper understanding of mathematical concepts, allowing them to
solve a wider range of problems and apply math in real-world situations.
2. Increased engagement: Traditional methods can be dull and repetitive, leading
to disinterest and frustration. Engaging approaches, like hands-on activities and
real-world applications, can spark curiosity and make learning math enjoyable.
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, 3. Improved problem-solving skills: When students understand the underlying
concepts, they develop critical thinking and problem-solving skills that go
beyond simply getting the right answer.
1.3. Rote Learning vs. Easier Teaching?
The statement "it is easier for a mathematics teacher to teach through rote learning"
might seem true at first glance. Rote learning requires less preparation and planning.
However, it's a short-sighted approach. While easier to set up, it ultimately hinders
student learning and creates a negative association with math.
1.4. Write a 1000-word essay in which you critically demonstrate your understanding
of the above statement with a lens on the teaching and learning of measurement in any
grade in the Intermediate Phase. You should include examples, either from your
learning experience at school, general reading, your understanding of the curriculum
or observation as a learner to illustrate the points that you make. Please use rubric 1
provided at the end of this Tutorial Letter, to guide the structuring of your essay. It is
important that you use this rubric to do self-evaluation before you submit to ensure
that you have completed all the required elements for the essay adequately. (30)
Fostering Meaningful Measurement in the Intermediate Phase: A Shift Away
from Rote Learning
The call for a paradigm shift in mathematics education, as advocated by OPM1501,
emphasizes the need for a move away from traditional, rote-learning approaches. This
essay will critically analyze the importance of transitioning towards fostering
meaning-making in math education, specifically focusing on the teaching and learning
of measurement within the Intermediate Phase (Grades 4-7).
The Pitfalls of Rote Learning in Measurement:
Many of us have personal experiences with rote learning in mathematics, particularly
when it comes to measurement. This might involve memorizing conversion tables or
formulas like "1 meter equals 100 centimeters" without ever truly understanding the
For exam pack with questions and answers, quality notes, assignments and exam
help:
email:
WhatsApp: +254792947610
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