Orientation to Intermediate Phase Mathematics (OPM1501)
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OPM1501 Assignment 2 (QUALITY ANSWERS) 2024
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Orientation to Intermediate Phase Mathematics (OPM1501)
Instelling
University Of South Africa (Unisa)
Boek
Teaching Mathematics in the Foundation Phase
This document contains workings, explanations and solutions to the OPM1501 Assignment 2 (QUALITY ANSWERS) 2024. For assistance call or us on 0.6.8..8.1.2..0.9.3.4..... 1.
In OPM1501, we advocate for the need for mathematics teachers to shift from traditional teaching approaches and embrace an app...
Exam (elaborations) EMA1501 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 3 June 2024 Course Emergent Mathematics - EMA1501 (EMA1501) Institution University Of South Africa (Unisa) Book Teaching Mathemat...
Exam (elaborations) EMA1501 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 3 June 2024 • Course • Emergent Mathematics - EMA1501 (EMA1501) • Institution • University Of South Africa (Unisa) • Bo...
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Orientation to Intermediate Phase Mathematics (OPM1501)
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OPM1501
Assignment 22024
Unique #:839194
Due Date: 21 June 2024
This document includes:
• Helpful answers and guidelines
• Detailed explanations and/ or calculations
• References
To me, the statement emphasizes the importance of transforming the role of the
mathematics teacher from a traditional instructor to a facilitator of learning.
Instead of imposing knowledge on students, teachers should engage learners
in active participation and negotiation of mathematical concepts. This shift
encourages students to be actively involved in "doing" mathematics, which may
involve peer discussions, individual tasks, and quiet reflection. Rather than
viewing students as passive recipients of knowledge, this approach recognizes
them as active creators of their own understanding.
In practical terms, this means that as a mathematics teacher, I need to shift my
focus from simply imparting information to creating an environment where
students can construct their own knowledge. It involves creating opportunities
for students to engage with the material, work through problems, and connect
new ideas with their existing understanding. This approach values the individual
experiences and perspectives of each student, recognizing that they bring their
own ideas and mental structures to the learning process.
This shift requires me to foster a collaborative and interactive classroom where
students are encouraged to ask questions, explore, and make meaning of
mathematical concepts. It means embracing the idea that learning is a
constructive process, and my role as a teacher is to guide and support students
in their journey of knowledge construction.
OR
For me, the statement means that as a mathematics teacher, I need to move
away from simply presenting information to students and instead focus on
facilitating their active participation and understanding of mathematical
concepts. This involves encouraging students to engage in discussion,
problem-solving, and reflection, as well as allowing them the space to work
through tasks on their own. It also means recognizing and valuing the prior
knowledge and experiences that students bring to the classroom, and
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