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Exam (elaborations) MIP2601 Assignment 2 (COMPLETE ANSWERS) 2024 - 12 June 2024 • Course • Mathematics for Intermediate Phase teachers (MIP2601) • Institution • University Of South Africa (Unisa) • Book • Teaching Foundation Mathematics Assignment 2 (R48,62
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Exam (elaborations) MIP2601 Assignment 2 (COMPLETE ANSWERS) 2024 - 12 June 2024 • Course • Mathematics for Intermediate Phase teachers (MIP2601) • Institution • University Of South Africa (Unisa) • Book • Teaching Foundation Mathematics Assignment 2 (
MIP2601
Assignment
•
2
Mathematics for Intermediate
Phase teachers (MIP2601)
• University Of South Africa
(Unisa]
[Pick the date]
,[Type the abstract of the document here. The abstract is typica lly a s hort summary of t he contents of
the document. Type the abstract of the document here. The a bstract is typica lly a s hort summary of
the contents of the document.]
, Exam (elaborations)
MIP2601
Assignment 2 (COMPLETE ANSWERS) 2024 - 12 June
2024
Course
Mathematics for Intermediate Phase teachers (MIP2601)
Institution
University Of South Africa (Unisa)
Book
Teaching Foundation Mathematics
Assignment 2 (COMPLETE ANSWERS) 2024 - 12 June 2024; 100%
TRUSTED workings, explanations and solutions.................................
For assistance call @+254743275643
Question 1: Geometric thinking Read the following statement referring to Van
Hiele’s Level 3: Deduction, and then answer the questions that follow.
Learners can now develop sequences of statements that logically justify
conclusions. Given an isosceles triangle for example, learners can prove that
the angles opposite the congruent sides are equal. 1.1. Clements and Batista
(1994) classify Van Hiele levels from 1 to 5. Using examples, discuss the
levels 1 to 3 in detail. (6)
Clements and Battista (1994) classify the Van Hiele levels of geometric thinking from 1 to 5.
Here, we'll discuss the first three levels in detail, providing examples for each to illustrate the
progression of geometric understanding.
Level 1: Visualization (Recognition)
At this initial stage, learners recognize shapes and objects based on their appearance but do not
understand their properties or relationships between them. They can identify and name geometric
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