MSE2183 Assignment 2 Full Solutions 2026
0793226427
MSE2183 Assignment 2 Full Solutions 2026
ASSIGNMENT 02
UNIQUE NUMBER – 128570 These are just examples of
pics you will find inside this
Closing Date: 23 June 2026 document under their
specific questions
Submit the assignment on MyUnisa (Document
upload)
Scope: Lessons 1-3
All the questions are answered well, and different pictures are attached to choose
from, 3.1.5 sketches are shown with geometric measurements and Question 1 is
Forum in which you are required to snip or take a screenshot of the “post you
posted on the forum, your reply to other student and the reply of other student at
your post”
, MSE2183 Assignment 2 Full Solutions 2026
0793226427
Question 1
Participation in Forum 3
Use the snipping tool to capture your post in forum 3. Also capture other
students’ comments on your post and your comments on other students’ posts
in forum 3. Name and Surname:
Student Number: 12345678910000000 write your student number here
My posts in Forum 3 Paste here (4)
Other students’ responses/comments Paste here (3)
on my post
My comments on other students’ Paste here (3)
posts
Question 2
Question 2
2.1 Geometry Terms Translated to Zulu (isiZulu)
English Translation to isiZulu (Vernacular)
Geometry IJometri
Shape Isimo
Quadrilateral Isikhephu esinezinhlangothi ezine
Angle Ingulo
Polygon Umsebenzi wezinhlangothi eziningi
Line design Umklamo womugqa
Dimension Ubukhulu
Circle Isiyingi
(Adjust to your own mother tongue if different — e.g., Sesotho, Sepedi, Xhosa,
Tshivenda, etc.)
, MSE2183 Assignment 2 Full Solutions 2026
0793226427
2.2 Source of Reference
The translations were sourced from:
• The Multilingual Mathematics Dictionary published by the Department of
Basic Education (DBE), South Africa, which provides official translations of
mathematical terms into all 11 official languages.
• Additionally, isiZulu academic glossaries from UNISA's language unit and the
Pan South African Language Board (PanSALB) resources.
2.3 Comment on Teaching Geometry in Vernacular
Teaching Geometry in a learner's vernacular/mother tongue significantly enhances
conceptual understanding, as learners can engage with abstract ideas in a language
they are most comfortable with. When learners encounter geometric concepts in their
home language, cognitive barriers are reduced, enabling deeper reasoning and
problem-solving. However, a challenge arises from the lack of standardised
mathematical terminology in some vernacular languages, which may lead to
inconsistency. A bilingual approach — introducing terms in both the vernacular and
English — is recommended to bridge conceptual understanding with academic
language proficiency required in assessments.
2.4 Distinguishing Euclidean and Non-Euclidean Geometries
Euclidean Geometry is based on the postulates of the ancient Greek mathematician
Euclid. It describes flat (plane) surfaces where the sum of angles in a triangle equals
180°, parallel lines never meet, and the Pythagorean theorem holds.
• Example: Calculating the area of a triangle on a flat surface; proving that two
triangles are congruent.
Non-Euclidean Geometry arises when Euclid's parallel postulate is rejected or
modified. It deals with curved surfaces.
• Spherical (Elliptic) Geometry: Lines are great circles; the sum of angles in a
triangle exceeds 180°. Example: Navigation on the surface of the Earth — the
shortest path between two cities follows a curve.
0793226427
MSE2183 Assignment 2 Full Solutions 2026
ASSIGNMENT 02
UNIQUE NUMBER – 128570 These are just examples of
pics you will find inside this
Closing Date: 23 June 2026 document under their
specific questions
Submit the assignment on MyUnisa (Document
upload)
Scope: Lessons 1-3
All the questions are answered well, and different pictures are attached to choose
from, 3.1.5 sketches are shown with geometric measurements and Question 1 is
Forum in which you are required to snip or take a screenshot of the “post you
posted on the forum, your reply to other student and the reply of other student at
your post”
, MSE2183 Assignment 2 Full Solutions 2026
0793226427
Question 1
Participation in Forum 3
Use the snipping tool to capture your post in forum 3. Also capture other
students’ comments on your post and your comments on other students’ posts
in forum 3. Name and Surname:
Student Number: 12345678910000000 write your student number here
My posts in Forum 3 Paste here (4)
Other students’ responses/comments Paste here (3)
on my post
My comments on other students’ Paste here (3)
posts
Question 2
Question 2
2.1 Geometry Terms Translated to Zulu (isiZulu)
English Translation to isiZulu (Vernacular)
Geometry IJometri
Shape Isimo
Quadrilateral Isikhephu esinezinhlangothi ezine
Angle Ingulo
Polygon Umsebenzi wezinhlangothi eziningi
Line design Umklamo womugqa
Dimension Ubukhulu
Circle Isiyingi
(Adjust to your own mother tongue if different — e.g., Sesotho, Sepedi, Xhosa,
Tshivenda, etc.)
, MSE2183 Assignment 2 Full Solutions 2026
0793226427
2.2 Source of Reference
The translations were sourced from:
• The Multilingual Mathematics Dictionary published by the Department of
Basic Education (DBE), South Africa, which provides official translations of
mathematical terms into all 11 official languages.
• Additionally, isiZulu academic glossaries from UNISA's language unit and the
Pan South African Language Board (PanSALB) resources.
2.3 Comment on Teaching Geometry in Vernacular
Teaching Geometry in a learner's vernacular/mother tongue significantly enhances
conceptual understanding, as learners can engage with abstract ideas in a language
they are most comfortable with. When learners encounter geometric concepts in their
home language, cognitive barriers are reduced, enabling deeper reasoning and
problem-solving. However, a challenge arises from the lack of standardised
mathematical terminology in some vernacular languages, which may lead to
inconsistency. A bilingual approach — introducing terms in both the vernacular and
English — is recommended to bridge conceptual understanding with academic
language proficiency required in assessments.
2.4 Distinguishing Euclidean and Non-Euclidean Geometries
Euclidean Geometry is based on the postulates of the ancient Greek mathematician
Euclid. It describes flat (plane) surfaces where the sum of angles in a triangle equals
180°, parallel lines never meet, and the Pythagorean theorem holds.
• Example: Calculating the area of a triangle on a flat surface; proving that two
triangles are congruent.
Non-Euclidean Geometry arises when Euclid's parallel postulate is rejected or
modified. It deals with curved surfaces.
• Spherical (Elliptic) Geometry: Lines are great circles; the sum of angles in a
triangle exceeds 180°. Example: Navigation on the surface of the Earth — the
shortest path between two cities follows a curve.
