Foundation Phase Mathematics Assignment: Number Sense, Ethnomathematics, Problem Solving & Patterns
QUESTION 1 (42 marks)
Explain the concept “number sense” and its development. (3)
Distinguish between verbal and object counting giving, two (2) examples for each (10)
Briefly contrast: 1.3.1)
- order irrelevance (3)
- movement is magnitude (3)
- abstraction (3)
Analyse the different structures of mathematical problems that Foundation Phase learners need to explore (10)
Discuss the importance of problem-solving in mathematics (10)
QUESTION 2 (30 marks)
Justify the role of ethnomathematics in making mathematics more accessible and relevant to Foundation Phase learners. Provide examples of how you would incorporate ethnomathematics in your teaching. (10)
Reflect on the advantages and disadvantages of teacher and learner-centred approaches in the Foundation Phase. Which approach do you believe is more effective, and why? (10)
Motivate how the concepts of time, space and shape are interrelated in mathematics education for young learners. How can these concepts be taught in an integrated manner? (10)
QUESTION 3 (20 marks)
Remember to highlight the role of fractions in daily life and the significance of other mathematical concepts in grasping fraction principles. Naudé and Meier (2020:65) acknowledge the challenges learners may face when first encountering fractions in the Foundation Phase.
Using pictures and words design a lesson showing how you would teach
Regional or area model (10)
Length models (10)
QUESTION 4 (8 marks)
4.1 Create a repeating pattern (2)
4.2 Determine the rule (2)
4.3 Describe the core or basic unit (2)
4.4 Identify the prediction that learners can make from the pattern (2)
Sample Maths Answers: Answers on Foundation Phase Mathematics
Answer 1: Concept of number sense
Concept of number sense can be identified as the childrens’ understanding of numbers and their relationships. A child starts with recognising numbers, quantity and grasping number magnitude, and starts developing relationships through exploration, counting and problem solving.
Comparison between verbal and object counting
Verbal counting is defined as counting numbers aloud in sequence such as counting from 1 to 10 during a rhyme. In object counting, the numbers are assigned to physical items such as counting blocks while playing.
Order irrelevance
It is defined as counting items in a way that does not have any impact on the total. This can be understood from the fact that counting toys from right to left and left to right gives the same number.
Movement in magnitude
Movement in magnitude indicates the flow of items in bigger numbers which is sometimes mistakenly believed by children that more movement means a bigger quantity.
Abstraction
This concept implies that numbers are good to indicate objects, sounds or actions regardless of their form.
| Disclaimer: This answer is a model for study and reference purposes only. Please do not submit it as your own work. |
