Name : V. Odendaal
Address : 14 Pytilia
Rooihuiskraal
Centurion
0157
Student Number : 32134320
Module Code : LADMMM6
Assignment Number: 626881
Assignment Number 02
Teaching Mathematics
SDMAT04
626881
Assignment Number 02
Lecturer: Prof Zingiswa Jojo
,Name : V. Odendaal Module Code : SDMAT04
Student Number : 32134320 Assignment Number : 02 - 626881
DECLARATION BY STUDENT
I declare that the assignment entitled,
" Teaching Mathematics ",
is my own work and that all the sources that I have used or quoted have been
indicated and acknowledged by means of complete references.
Date: 24 May 2019
Name of student: Vicky Odendaal
Page 2 of 24
, Name : V. Odendaal Module Code : SDMAT04
Student Number : 32134320 Assignment Number : 02 - 626881
TABLE OF CONTENTS
Page
SECTION A ............................................................................................................................................5
Question 1: Doing Mathematics ...............................................................................................................5
1.1 Describing what it means to "do" mathematics ..................................................................................5
1.2 Why doing pencil-and-paper computations is not "doing mathematics" ...........................................6
1.3 Features of a classroom environment for engaging in doing mathematics ........................................6
1.4 How learners come to believe that they are capable of making sense out of
mathematics ...................................................................................................................................7
1.5 Advantages and disadvantages of the implementation of the CAPS (Curriculum
and Assessment Policy Statement) policy in South Africa ............................................................7
Question 2: Problem-based teaching ........................................................................................................8
2.1 Routine vs. non-routine problems ......................................................................................................8
2.2 Teacher-centered vs learner-centered instruction ...............................................................................9
2.3 The benefits of teaching with the use of problems .............................................................................9
Question 3: Construction of knowledge .................................................................................................10
3.1 "We construct our own knowledge" vs. "we absorb knowledge" ....................................................10
3.2 Knowing vs. understanding ideas .....................................................................................................11
3.3 Benefits of relational understanding.................................................................................................11
3.4 Conceptual and procedural knowledge of mathematics ...................................................................13
3.5 Reflective thought ............................................................................................................................14
3.6 Vygotski's socio-cultural view of learning .......................................................................................14
3.7 The use of models.............................................................................................................................15
SECTION B ..........................................................................................................................................16
1. The problem-centred approach in mathematics education ...........................................................16
2. Modelling in mathematics education ...........................................................................................17
3. The relationship between the problem-centred approach in mathematics
education and modelling in mathematics education ....................................................................19
Page 3 of 24
Address : 14 Pytilia
Rooihuiskraal
Centurion
0157
Student Number : 32134320
Module Code : LADMMM6
Assignment Number: 626881
Assignment Number 02
Teaching Mathematics
SDMAT04
626881
Assignment Number 02
Lecturer: Prof Zingiswa Jojo
,Name : V. Odendaal Module Code : SDMAT04
Student Number : 32134320 Assignment Number : 02 - 626881
DECLARATION BY STUDENT
I declare that the assignment entitled,
" Teaching Mathematics ",
is my own work and that all the sources that I have used or quoted have been
indicated and acknowledged by means of complete references.
Date: 24 May 2019
Name of student: Vicky Odendaal
Page 2 of 24
, Name : V. Odendaal Module Code : SDMAT04
Student Number : 32134320 Assignment Number : 02 - 626881
TABLE OF CONTENTS
Page
SECTION A ............................................................................................................................................5
Question 1: Doing Mathematics ...............................................................................................................5
1.1 Describing what it means to "do" mathematics ..................................................................................5
1.2 Why doing pencil-and-paper computations is not "doing mathematics" ...........................................6
1.3 Features of a classroom environment for engaging in doing mathematics ........................................6
1.4 How learners come to believe that they are capable of making sense out of
mathematics ...................................................................................................................................7
1.5 Advantages and disadvantages of the implementation of the CAPS (Curriculum
and Assessment Policy Statement) policy in South Africa ............................................................7
Question 2: Problem-based teaching ........................................................................................................8
2.1 Routine vs. non-routine problems ......................................................................................................8
2.2 Teacher-centered vs learner-centered instruction ...............................................................................9
2.3 The benefits of teaching with the use of problems .............................................................................9
Question 3: Construction of knowledge .................................................................................................10
3.1 "We construct our own knowledge" vs. "we absorb knowledge" ....................................................10
3.2 Knowing vs. understanding ideas .....................................................................................................11
3.3 Benefits of relational understanding.................................................................................................11
3.4 Conceptual and procedural knowledge of mathematics ...................................................................13
3.5 Reflective thought ............................................................................................................................14
3.6 Vygotski's socio-cultural view of learning .......................................................................................14
3.7 The use of models.............................................................................................................................15
SECTION B ..........................................................................................................................................16
1. The problem-centred approach in mathematics education ...........................................................16
2. Modelling in mathematics education ...........................................................................................17
3. The relationship between the problem-centred approach in mathematics
education and modelling in mathematics education ....................................................................19
Page 3 of 24
