TMN3704/102/0/2023
TMN3704
Assignment number: 02
Year: 2023 (SEMESTER 1)
The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives. What are your thoughts on this view? (3)
The view expressed in the statement reflects an inclusive approach to education that aims to provide students with
knowledge, skills, and values that are relevant and applicable to their lives. It acknowledges the importance of connecting
education to local contexts, allowing students to understand and engage with their immediate surroundings, culture, and
community.
By emphasizing the application of knowledge and skills, the curriculum intends to go beyond mere rote learning and
promote a deeper understanding that enables students to actively use what they have learned in real-life situations.
LOLA JACOBS ASSIGNMENTS 2023- 0618151315
, TMN3704/102/0/2023
ASSIGNMENT 02: COMPULSORY
FOCUS: SHORT QUESTIONS ON TEACHING AND LEARNING MATHEMATICS
CONTRIBUTES 20% TO YOUR YEAR MARK
UNIQUE NUMBER: 719453
DUE DATE: 2023 06 12 @ 20:00
NO EXTENSION WILL BE GRANTED
1.1 The National Curriculum Statement Grades R-12 gives expression to the knowledge,
skills and values worth learning in South African schools. This curriculum aims to
ensure that children acquire and apply knowledge and skills in ways that are
meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives. What are your thoughts on
this view? (3)
The view expressed in the statement reflects an inclusive approach to education that aims to provide
students with knowledge, skills, and values that are relevant and applicable to their lives. It
acknowledges the importance of connecting education to local contexts, allowing students to
understand and engage with their immediate surroundings, culture, and community.
By emphasizing the application of knowledge and skills, the curriculum intends to go beyond mere
rote learning and promote a deeper understanding that enables students to actively use what they
have learned in real-life situations. This approach encourages critical thinking, problem-solving, and
the development of practical skills that can benefit students beyond the classroom.
Furthermore, the statement highlights the need for education to be sensitive to global imperatives.
This implies that while local contexts are important, the curriculum should also equip students with
knowledge and skills that are relevant on a broader scale. This can include topics such as global
issues, intercultural understanding, environmental awareness, and digital literacy, which are
increasingly important in an interconnected world.
Overall, the view expressed in the statement aligns with the goal of providing a well-rounded
education that prepares students for their personal lives, local communities, and the global context
they will be a part of. It recognizes the importance of combining local relevance with global
awareness, aiming to create informed and engaged citizens capable of contributing meaningfully to
society.
2
, TMN3704/102/0/2023
1.2 One strategy that you could use to connect mathematical ideas is personification: A
figure of speech in which human qualities/attributes are given to inanimate
(nonhuman) objects or the representation of an abstract quality/idea in a human form.
It is advisable to use this strategy for grade 4 learners. Use Figure 1 to illustrate what
personification entails. Justify your arguments with two examples. (4)
Figure 1: Ndebele beadwork patterns
.
Source: https://s-media-
cacheak0.pinimg.com/736x/01/03/b7/0103b72db5467d193e182bb4895edb8c.jpg
Personification can indeed be a useful strategy to connect mathematical ideas for grade 4
learners. While I cannot directly reference the Ndebele beadwork patterns as I cannot view
external images or links, I can still provide you with two hypothetical examples that
illustrate how personification can be applied in the context of Ndebele beadwork patterns:
Example 1: Talking Patterns In this example, different beadwork patterns are personified as
characters that can "speak" and interact with each other. You can introduce various
patterns from Ndebele beadwork, such as zigzags, triangles, or geometric shapes, and
assign them names like "Ziggy the Zigzag" or "Tess the Triangle." Create a story or
dialogue where these characters discuss their attributes and relationships. For instance,
Ziggy might say, "I'm a zigzag pattern that represents energy and movement," while Tess
responds, "I'm a triangle pattern that symbolizes stability and strength." By personifying
the beadwork patterns, students can develop a deeper understanding of their meanings
and significance within Ndebele culture.
Example 2: Shape Personalities In this example, different shapes within Ndebele beadwork
patterns are personified with distinct personalities. For instance, you can introduce shapes
like circles, squares, or diamonds and give them names and characteristics. Let's say you
introduce a circle as "Cara the Circle" and a square as "Sammy the Square." You can create
3
, TMN3704/102/0/2023
a story where these shapes interact and discuss their unique traits. For example, Cara
might say, "I'm a circle representing unity and completeness," while Sammy responds,
"Well, I'm a square representing stability and balance." By personifying the shapes and
assigning them personalities, students can develop a connection between the
mathematical properties of shapes and their cultural significance in Ndebele beadwork.
These examples demonstrate how personification can be used to connect mathematical
ideas with the cultural context of Ndebele beadwork patterns. By personifying the patterns
and shapes, students can relate to them as characters with unique attributes, making it
easier for them to understand and appreciate the mathematical concepts and their
cultural significance. This approach helps to foster an engaging and meaningful learning
experience for grade 4 learners.
1.3 Do Activity 1.4.1 from your Study Guide. Give a concise account (do not copy and paste)
of the main points of the principle of “Caring about the development of students’
mathematical proficiency”. (6)
As a Mathematics teacher, your role is multifaceted and crucial in shaping students'
understanding and perception of the subject. Some key reflections on your role
may include:
1. Facilitator of Learning: You are responsible for creating an engaging and
supportive learning environment where students can actively participate in the
learning process. You guide students through various mathematical concepts,
encourage critical thinking, and promote problem-solving skills.
2. Knowledge Provider: You possess deep knowledge of mathematical concepts
and procedures. You convey this knowledge effectively to students, ensuring
clarity and understanding. You break down complex concepts into smaller,
manageable parts and scaffold learning to meet the diverse needs of students.
4
TMN3704
Assignment number: 02
Year: 2023 (SEMESTER 1)
The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives. What are your thoughts on this view? (3)
The view expressed in the statement reflects an inclusive approach to education that aims to provide students with
knowledge, skills, and values that are relevant and applicable to their lives. It acknowledges the importance of connecting
education to local contexts, allowing students to understand and engage with their immediate surroundings, culture, and
community.
By emphasizing the application of knowledge and skills, the curriculum intends to go beyond mere rote learning and
promote a deeper understanding that enables students to actively use what they have learned in real-life situations.
LOLA JACOBS ASSIGNMENTS 2023- 0618151315
, TMN3704/102/0/2023
ASSIGNMENT 02: COMPULSORY
FOCUS: SHORT QUESTIONS ON TEACHING AND LEARNING MATHEMATICS
CONTRIBUTES 20% TO YOUR YEAR MARK
UNIQUE NUMBER: 719453
DUE DATE: 2023 06 12 @ 20:00
NO EXTENSION WILL BE GRANTED
1.1 The National Curriculum Statement Grades R-12 gives expression to the knowledge,
skills and values worth learning in South African schools. This curriculum aims to
ensure that children acquire and apply knowledge and skills in ways that are
meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives. What are your thoughts on
this view? (3)
The view expressed in the statement reflects an inclusive approach to education that aims to provide
students with knowledge, skills, and values that are relevant and applicable to their lives. It
acknowledges the importance of connecting education to local contexts, allowing students to
understand and engage with their immediate surroundings, culture, and community.
By emphasizing the application of knowledge and skills, the curriculum intends to go beyond mere
rote learning and promote a deeper understanding that enables students to actively use what they
have learned in real-life situations. This approach encourages critical thinking, problem-solving, and
the development of practical skills that can benefit students beyond the classroom.
Furthermore, the statement highlights the need for education to be sensitive to global imperatives.
This implies that while local contexts are important, the curriculum should also equip students with
knowledge and skills that are relevant on a broader scale. This can include topics such as global
issues, intercultural understanding, environmental awareness, and digital literacy, which are
increasingly important in an interconnected world.
Overall, the view expressed in the statement aligns with the goal of providing a well-rounded
education that prepares students for their personal lives, local communities, and the global context
they will be a part of. It recognizes the importance of combining local relevance with global
awareness, aiming to create informed and engaged citizens capable of contributing meaningfully to
society.
2
, TMN3704/102/0/2023
1.2 One strategy that you could use to connect mathematical ideas is personification: A
figure of speech in which human qualities/attributes are given to inanimate
(nonhuman) objects or the representation of an abstract quality/idea in a human form.
It is advisable to use this strategy for grade 4 learners. Use Figure 1 to illustrate what
personification entails. Justify your arguments with two examples. (4)
Figure 1: Ndebele beadwork patterns
.
Source: https://s-media-
cacheak0.pinimg.com/736x/01/03/b7/0103b72db5467d193e182bb4895edb8c.jpg
Personification can indeed be a useful strategy to connect mathematical ideas for grade 4
learners. While I cannot directly reference the Ndebele beadwork patterns as I cannot view
external images or links, I can still provide you with two hypothetical examples that
illustrate how personification can be applied in the context of Ndebele beadwork patterns:
Example 1: Talking Patterns In this example, different beadwork patterns are personified as
characters that can "speak" and interact with each other. You can introduce various
patterns from Ndebele beadwork, such as zigzags, triangles, or geometric shapes, and
assign them names like "Ziggy the Zigzag" or "Tess the Triangle." Create a story or
dialogue where these characters discuss their attributes and relationships. For instance,
Ziggy might say, "I'm a zigzag pattern that represents energy and movement," while Tess
responds, "I'm a triangle pattern that symbolizes stability and strength." By personifying
the beadwork patterns, students can develop a deeper understanding of their meanings
and significance within Ndebele culture.
Example 2: Shape Personalities In this example, different shapes within Ndebele beadwork
patterns are personified with distinct personalities. For instance, you can introduce shapes
like circles, squares, or diamonds and give them names and characteristics. Let's say you
introduce a circle as "Cara the Circle" and a square as "Sammy the Square." You can create
3
, TMN3704/102/0/2023
a story where these shapes interact and discuss their unique traits. For example, Cara
might say, "I'm a circle representing unity and completeness," while Sammy responds,
"Well, I'm a square representing stability and balance." By personifying the shapes and
assigning them personalities, students can develop a connection between the
mathematical properties of shapes and their cultural significance in Ndebele beadwork.
These examples demonstrate how personification can be used to connect mathematical
ideas with the cultural context of Ndebele beadwork patterns. By personifying the patterns
and shapes, students can relate to them as characters with unique attributes, making it
easier for them to understand and appreciate the mathematical concepts and their
cultural significance. This approach helps to foster an engaging and meaningful learning
experience for grade 4 learners.
1.3 Do Activity 1.4.1 from your Study Guide. Give a concise account (do not copy and paste)
of the main points of the principle of “Caring about the development of students’
mathematical proficiency”. (6)
As a Mathematics teacher, your role is multifaceted and crucial in shaping students'
understanding and perception of the subject. Some key reflections on your role
may include:
1. Facilitator of Learning: You are responsible for creating an engaging and
supportive learning environment where students can actively participate in the
learning process. You guide students through various mathematical concepts,
encourage critical thinking, and promote problem-solving skills.
2. Knowledge Provider: You possess deep knowledge of mathematical concepts
and procedures. You convey this knowledge effectively to students, ensuring
clarity and understanding. You break down complex concepts into smaller,
manageable parts and scaffold learning to meet the diverse needs of students.
4
