Student number:57530750 Assignment: 2 Unique no: 626881 SDMATO4
Section A
Question 1:
1.1 To “do” Mathematics:
Doing Mathematics involve making use of nine basic mental abilities. These nine mental
capacities are:
Number sense. This includes the ability to recognize the difference between one
object or numerous collection of objects.
Numerical ability. This involves counting and understanding numbers as abstract
entities.
Spatial-reasoning ability-. This includes the ability to recognize shapes and to judge
distances, both of which have obvious survival value for many animals.
A sense of cause and effect. Much of Mathematics depend on the premise and
conclusion (i.e., ‘if this, then that’), as well as abstract form of thinking about causes
and their effects.
Algorithmic ability. This is an abstract version of the fifth ability on this list.
The ability to handle abstraction.
Logical-reasoning ability. This include the ability to construct and follow a step - by –
step logical argument.
Relational- reasoning ability. This involves recognizing how things (including people)
are related to each other and being able to reason about those relationships. Much
of mathematics deals with relationships among abstracts objects.
All nine capacities are basic mental attributes important to our daily lives.
1.2 Pencil-and - paper computation
This is because pencil -and paper limits or restrict the individual to explore, develop and
verify. Especially since learning Math is sometimes easier when learning aids are used rather
than teaching using free hand drawings. Lastly, given that to do Math requires mental
attributes, with pencil – and – paper computation (being the product of right-to-left nature-
which is not a mental computation), the computation become in the eyes of the beholder,
not intrinsic.
1.3 Features of a classroom environment essential for learners to be engaged in doing
Mathematics:
The environment must allow learners to engage in investigative processes, with
enough time being granted to explore.
, Offers the learners the opportunity to create a conjecture, without much emphasize
and priority being placed on the rightness and wrongness of answers.
Have a teacher with sound subject content knowledge and promote learner’s
thinking and discussions around given tasks.
Learners must be respected regardless of their knowledge level and must be willing
to take risks without the fear of feeling they will be judged, should they make a
mistake.
Should be an environment that guarantees consistent sharing of ideas and keep
each learner actively engaged regardless of being in a group discussion, pair
discussion or individually.
Lastly, there must be a conducive environment that constantly award learners with
an opportunity to grow.
1.4 How learners believe they can do Mathematics:
When learners can argue and justify their answer(s) using mathematical
reasoning and logic.
Learners must perform challenging and engaging Math.
When learners can explain in detail and give feedback on the methods they can
use to approach the given question.
When learners can teach each other mathematical concepts.
Be well equipped to know how to spot out their own errors and find a way
forward, while the learners know that is okay to make mistakes, as that is a clear
indicator that learning is taking place.
1.5 The implementation of the Curriculum and Assessment Policy in South Africa.
CAPS is an adjustment to the NCS curriculum.
Below are the four main concerns with the NCS curriculum, which lead to the
implementation of Caps.
There were complains about the curriculum.
It was much of a burden to teachers due to the administrative tasks it entailed.
Contributed to the underperformance of learners.
Different interpretations of the curriculum requirements.
Advantages Disadvantages
1. Work schedule. 1. Work schedule.
There is enough work to be The work load is too much for
covered each term for learners teachers.
and this helps in keeping the Learners could potentially ‘burn
learners occupied with some out’ from multiple continuous
work. subjects.
CAPS make use of other Many teachers did not receive
teaching modes such as the use enough training about CAPS, so
of technological visual aids for might be overwhelmed.
better understanding of the Especially when they must
content. incorporate technology in their
Section A
Question 1:
1.1 To “do” Mathematics:
Doing Mathematics involve making use of nine basic mental abilities. These nine mental
capacities are:
Number sense. This includes the ability to recognize the difference between one
object or numerous collection of objects.
Numerical ability. This involves counting and understanding numbers as abstract
entities.
Spatial-reasoning ability-. This includes the ability to recognize shapes and to judge
distances, both of which have obvious survival value for many animals.
A sense of cause and effect. Much of Mathematics depend on the premise and
conclusion (i.e., ‘if this, then that’), as well as abstract form of thinking about causes
and their effects.
Algorithmic ability. This is an abstract version of the fifth ability on this list.
The ability to handle abstraction.
Logical-reasoning ability. This include the ability to construct and follow a step - by –
step logical argument.
Relational- reasoning ability. This involves recognizing how things (including people)
are related to each other and being able to reason about those relationships. Much
of mathematics deals with relationships among abstracts objects.
All nine capacities are basic mental attributes important to our daily lives.
1.2 Pencil-and - paper computation
This is because pencil -and paper limits or restrict the individual to explore, develop and
verify. Especially since learning Math is sometimes easier when learning aids are used rather
than teaching using free hand drawings. Lastly, given that to do Math requires mental
attributes, with pencil – and – paper computation (being the product of right-to-left nature-
which is not a mental computation), the computation become in the eyes of the beholder,
not intrinsic.
1.3 Features of a classroom environment essential for learners to be engaged in doing
Mathematics:
The environment must allow learners to engage in investigative processes, with
enough time being granted to explore.
, Offers the learners the opportunity to create a conjecture, without much emphasize
and priority being placed on the rightness and wrongness of answers.
Have a teacher with sound subject content knowledge and promote learner’s
thinking and discussions around given tasks.
Learners must be respected regardless of their knowledge level and must be willing
to take risks without the fear of feeling they will be judged, should they make a
mistake.
Should be an environment that guarantees consistent sharing of ideas and keep
each learner actively engaged regardless of being in a group discussion, pair
discussion or individually.
Lastly, there must be a conducive environment that constantly award learners with
an opportunity to grow.
1.4 How learners believe they can do Mathematics:
When learners can argue and justify their answer(s) using mathematical
reasoning and logic.
Learners must perform challenging and engaging Math.
When learners can explain in detail and give feedback on the methods they can
use to approach the given question.
When learners can teach each other mathematical concepts.
Be well equipped to know how to spot out their own errors and find a way
forward, while the learners know that is okay to make mistakes, as that is a clear
indicator that learning is taking place.
1.5 The implementation of the Curriculum and Assessment Policy in South Africa.
CAPS is an adjustment to the NCS curriculum.
Below are the four main concerns with the NCS curriculum, which lead to the
implementation of Caps.
There were complains about the curriculum.
It was much of a burden to teachers due to the administrative tasks it entailed.
Contributed to the underperformance of learners.
Different interpretations of the curriculum requirements.
Advantages Disadvantages
1. Work schedule. 1. Work schedule.
There is enough work to be The work load is too much for
covered each term for learners teachers.
and this helps in keeping the Learners could potentially ‘burn
learners occupied with some out’ from multiple continuous
work. subjects.
CAPS make use of other Many teachers did not receive
teaching modes such as the use enough training about CAPS, so
of technological visual aids for might be overwhelmed.
better understanding of the Especially when they must
content. incorporate technology in their
