PST201F/201/1/2012

Tutorial Letter 201/1/2012

MATHEMATICS AND MATHEMATICS TEACHING

PST201F
Semester 1

Department of Teacher Education

THIS TUTORIAL LETTER CONTAINS FEEDBACK ON THE ASSIGNMENTS AND EXAMINATION

PREPARATION

Bar code
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Contents:

1. Feedback on assignment answers

2. Examination guidance
3. Closing remarks

1 FEEDBACK ON ASSIGNMENT ANSWERS

ASSIGNMENT 01 (The sixth and seventh edition of the textbook were used. You may use any of the
earlier editions)

This assignment contains 20 multiple choice questions. Consult your text book in order to answer each
question.

Question 11 unfortunately does not make sense and will be discarded and corrected.

Question 10C must read: The list is incomplete.

The correct answers are:

Question 1 C Question 11 (NOT APPLICABLE)

Question 2 B Question 12 D
Question 3 C Question 13 C
Question 4 A Question 14 D
Question 5 D Question 15 D
Question 6 D Question 16 B
Question 7 B Question 17 B
Question 8 C Question 18 C
Question 9 D Question 19 D
Question 10 C Question 20 C

ASSIGNMENT 03

This assignment addresses the teaching and learning of fractional forms.

Note the many new ideas and the use of the interesting models to assist your learner to understand
the concepts relationally.

Here are the answers to the questions.

Question 1:

A suggested flow diagram is started below.

Note that your flow diagram must end with percentages.
Your flow diagram can be different from the flow diagrams of other students or from the suggested
flow diagram but it can still be correct.
Here is the start of the suggested flow diagram:
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Development of fraction concepts The meaning of fractions

Fraction construction Building on whole number concepts

Concepts of fractional parts
Sharing tasks
Fraction languagel
Equivalent size of fractions
Partitioning ....

Note that the use on models is not a step in the teaching of fractional forms rather it is used to teach
and learn each concept and skill related to fractional forms.

Question 2:

2.1 Area, set and length models

2.2 Many possibilities the assessor of your assignment will assess your real life problem.

2.3.1 12 counters are three-fourths

Thus one fourth is 4 counters
Thus one whole is four fourths equal to 16 counters
Draw 16 counters.

Five-fourths is given
2.3.2

One whole is four-fourths shown here

2.4
1 1

0 1 1

Note the use of 0, , 1 and 1 as bench marks.

Arrangement:

2.5

=
0 1
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2.6 -

Answer

2.7 x

Note the shading of of .

Answer: =

Relationship with alorithm:

Algorithm: When two proper fractions are multiplied, multiply the numerators and then the
denominators as shown:

x = note the relationship with the use of the model.

2.8
cm x
cm

One One One Ten Hundred

Hundredth Tenth Unit Units Units

2.9.1 Key: One unit

One tenth
One hundredth

Thus 2,01 is presented as:

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2.9.2 Use the key in 2.9.1.

50,3 is represented as:

2.10

Note the use of 0, 1, 2, ........10 as benchmarks.

Arrangement: 9,978 > 1,943 > 1,643 > 1,364 > 0,987 > 0,879 > 0,789

2.11 The assessor of your assignment will assess your real life problem.

2.12.1 5,3 x 0,183 5 x 0,2 = 1

2.12.2 3,6 + 20,269 + 0,94 4 + 20 + 1 = 25 (more possibilities)

Question 3: + + =

3.1 + + = + + = =

3.2 Many possibilities. Your own ideas will be assessed

3.3 Use the three model types..

Let the learners use their own method of calculation.
Learners must understand equivalent fractions and how to use it.
Learners must understand the addition of like fractions.
Learners must link the addition of fractions tot he addition of whole numbers (more
possibilities)
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ASSIGNMENT 02

9 In general the students enjoyed this assignment because most of the work was new and
interesting to them. All the answers can be found in Serra. Wrong answers in the assignment
were corrected by the assessor.

9 You must know that when naming an object (polyhedron) or a figure (polygon) you must
distinguish between regular and irregular objects or figures. If you are requested to draw and
octagon you must not draw a regular octagon with eight equal sides, because this is a special
case. When a regular octagon is asked for, make sure that all eight sides are equal and that the
figure is symmetrical. Indicate by marking the equal sides.

9 The definition of a prism is :

a. It is a solid body (polyhedron) with two congruent and parallel bases. Some
mathematicians also say that the other faces are parallelograms. Remember that when an
object has a curved surface, it can not be a prism, e.g. A cylinder is not a prism.
b. Eulers equation says: The number of vertices plus the number of faces equals two more
than the edges for any prism or pyramid.

9 In question 15 there are six possible nets of a cube. (A regular hexahedron), which agree with
the restrictions in the question. Build the cube to assist your visualisation abilities. Note: There
are 36 hexaminoes of which twelve are nets of a cube, and of these only six are in accordance
with the restrictions in the question.

9 In question 19 the given cubes top half is red and the bottom half is blue. Therefore all the nets
will contain squares which are half-blue and half-red.

9 The correct answers for Question 20 are: c, b, b, i, c of k, n, j, m, g, i, l, e, a, k. There are other

possibilities also.

9 Latin prefixes are used to indicate the number of sides or faces.

9 Mono indicates one

Bi indicates two
Tri indicates three
Tetra indicates four
Penta indicates five
Hexa indicates six
Hepta indicates seven
Octa indicates eight
Nona indicates nine
Deca indicates ten
Odeca indicates eleven
Dodeca indicates twelve etc.

Thus we can talk about an octagon, which is a figure with eight sides, or an octahedron, which is an
object with eight faces.
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2 EXAMINATION GUIDANCE FOR PST201F

Your Examination Question paper is a 2 hour paper, with a mark allocation of 100 marks.

You have to answer at a tempo of one mark per minute.

Your examination paper consists of 4 questions:

Question 1
This question consists of 8 paragraph type questions for 35 marks. This covers chapters 1-5 in your
prescribed book.

Question 2
This question consists of 5 paragraph type questions for 30 marks from chapters 1-5.

Question 3

This question is based on the teaching and learning of fractional forms. You will have to link your
knowledge and skills related to teaching and learning to the questions posed here (13 marks).

Question 4
This question is based on the teaching and learning of geometry for 22 marks. In order to prepare for
this question ask the following: What must I know before I can teach geometry successfully? Focus
on the Van Hiele thought levels.

Total 100 marks

To successfully complete this module, you as a student must know, understand and be able to apply
the following concepts and ideas.

Study the chapters in the text book that relates to the assignments as well as the following concepts.

1. In the classroom

1.1 Different teaching and learning approaches for example:

i. Transmission of knowledge or show-and-tell approach
ii. Problem based education
Problem based teaching and learning consists of two kinds, namely problem centred
learning. This is where a non-routine problem is used as the vehicle of learning. Problem
solving this is the approach most often used in our classrooms.
This is where a thought provoking activity or task is used as a vehicle of learning. Make sure
that you understand the nature of these problems, activities or tasks. (See page 37)

1.2 What is meant by the expression doing of Mathematics? Can you link certain verbs with the
doing of mathematics?

1.3 We must change our teaching environment. Make sure that you know the six mind shifts
necessary for the classroom environment.

1.4 Define assessment

1.5 What is meant by integration of assessment into instruction and education?

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1.6 What must be assessed in Mathematics?

1.7 What is the purpose of assessment?

1.8 Explain the use of rubrics/control lists/journals as assessment tools.

1.9 Mathematical concepts can be represented in five different manners. Discuss these
representation forms.

2. How we learn

2.1 The most important theory on how we learn is called constructivism. Discuss this theory.

2.2 Define understanding.

2.2.1 Define relational and instrumental understanding of mathematical concepts and procedures.

2.2.2 Define conceptual knowledge and procedural knowledge.

2.3 Discuss the benefits of relational understanding.

2.4 What is meant by reflective thought?

2.5 Problem based teaching and learning takes place in a lesson which consist of three parts.
Discuss this lesson type in full.

2.6 A teacher has to actively listen to his/her learners. What does this mean?

3 The teaching and learning of specific concepts and skills.

Fractional forms

3.1 Discuss the three types of models defined for the teaching and learning of fractional forms.

3.2 Discuss the order in which you will teach the concepts and skills related to fraction forms (from
the concept of a fraction to percent)

3.3 Discuss as an example how you will teach the algorithm for addition of proper fractions e.g.

3.4 How will you and your learner build the bridges between fractions and decimal numbers and
between decimal numbers and percentages.

3.5 Can you explain the following?

3.5.1 Estimation of answers

3.5.2 The use of benchmark fractions

3.5.3 Counting in fractions

3.6 Can you explain why one of the guidelines for teaching fractions is to start with real life
situations.
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Geometry

3.7 Some of the learners in the senior phase cannot successfully do the required geometry. Give
reasons for this statement.

3.8 Discuss the development of geometrical thought (Van Hieles thought levels)

3.9 What are the characteristics of the thought levels of Van Hiele?

3.10 Can you supply one activity on each of the following thought levels 0, 1 and 2?

3.11 For enrichment try to do all the activities in the chapters on geometry and measurement.

4. Your own thoughts on the teaching and learning of Mathematics.

One of the learning outcomes of this module is to assist you to reflect on the teaching and learning of
Mathematics. After completing your preparation for the examination, reflect on the following:

4.1 What happens inside the mind of the learner when he or she learns?

4.2 What must happen in todays classroom so that the best education can take place?
4.3 What can you as teacher do to teach Mathematics more successfully?

4.4 You have now studied many ideas in an excellent textbook on how to teach. Do you still think
that the show-and-tell approach (transmission of knowledge) is the only and best approach to
teach Mathematics?

4.5 What is your opinion on drill and memorisation of concepts and skills without real understanding?
Will you drill and memorise in your classroom when you know that no real understanding exists?

NOTE We are aware of the fact that you may use different editions of the prescribed book. You
therefore need to study the chapters related to the following:

Teaching Mathematics in the era of the NCTM standards (these standards are directly linked to
the South African learning outcomes for Mathematics curriculum and are therefore applicable).
Exploring what is meant by knowing and doing mathematics
Teaching through problem solving
Planning in a problem-based classroom
Assessment
Fractions, decimal numbers and percentages
Geometric thinking and geometric concepts

3 CLOSING REMARKS

The purpose of this letter is to guide you to prepare for the examination in such a manner that you can
be successful.

Each of the above guidelines are linked to questions and concepts addressed in the examination.

Summarise the work addressed in these guidelines and then make sure that you understand and
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know all the concepts, ideas, etc.

To assist our students even more, some of the questions that appear in the assignments are also
included in the examination paper.

I hope that you enjoyed this module and that you learnt new ideas and concepts about teaching and
learning of Mathematics. I hope you will be successful in your examinations

You may contact me if you experience problems regarding the content of the module.

The following table provides a summary of chapters to study with reference to the different editions of
the text book

4th edition 5th edition 6th edition 7th edition

1-5, 15-17, 20 1-5, 15-17, 20 1-6, 16-18, 21 1-5, 15-17, 20

DR AM DICKER

(012) 429 4630 (08:00-15:00)

(012) 429 4583 (secretary)
(012) 429 4900 (fax)
dickeam@unisa.ac.za