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

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Contents:
1. 2. 3. Feedback on assignment answers Examination guidance Closing remarks

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 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 C B C A D D B C D C Question 11 (NOT APPLICABLE) Question 12 D Question 13 C Question 14 D Question 15 D Question 16 B Question 17 B Question 18 C Question 19 D 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 2.2 2.3.1 Area, set and length models Many possibilities the assessor of your assignment will assess your real life problem. 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

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

2.5 = 0 1

2.6

Answer

2.7

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

cm x One Hundredth 2.9.1 Key: One Tenth One Unit cm Ten Units

Hundred Units

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. 5 x 0,2 = 1 4 + 20 + 1 = 25 (more possibilities)

2.12.1 5,3 x 0,183

2.12.2 3,6 + 20,269 + 0,94

Question 3: 3.1 3.2 3.3

+ + = + + = =

+ + =

Many possibilities. Your own ideas will be assessed 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)

ASSIGNMENT 02 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. 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. 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. 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. 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. 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. Latin prefixes are used to indicate the number of sides or faces. 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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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. 1.1 In the classroom 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) What is meant by the expression doing of Mathematics? Can you link certain verbs with the doing of mathematics? We must change our teaching environment. necessary for the classroom environment. Define assessment What is meant by integration of assessment into instruction and education? Make sure that you know the six mind shifts

1.2 1.3 1.4 1.5

1.6 1.7 1.8 1.9

What must be assessed in Mathematics? What is the purpose of assessment? Explain the use of rubrics/control lists/journals as assessment tools. Mathematical concepts can be represented in five different manners. representation forms. How we learn The most important theory on how we learn is called constructivism. Discuss this theory. Define understanding. Discuss these

2. 2.1 2.2

2.2.1 Define relational and instrumental understanding of mathematical concepts and procedures. 2.2.2 Define conceptual knowledge and procedural knowledge. 2.3 2.4 2.5 2.6 3 Discuss the benefits of relational understanding. What is meant by reflective thought? Problem based teaching and learning takes place in a lesson which consist of three parts. Discuss this lesson type in full. A teacher has to actively listen to his/her learners. What does this mean? The teaching and learning of specific concepts and skills.

Fractional forms 3.1 3.2 3.3 Discuss the three types of models defined for the teaching and learning of fractional forms. Discuss the order in which you will teach the concepts and skills related to fraction forms (from the concept of a fraction to percent) Discuss as an example how you will teach the algorithm for addition of proper fractions e.g.

3.4 3.5

How will you and your learner build the bridges between fractions and decimal numbers and between decimal numbers and percentages. 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 3.8 3.9 Some of the learners in the senior phase cannot successfully do the required geometry. Give reasons for this statement. Discuss the development of geometrical thought (Van Hieles thought levels) 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 4.2 4.3 4.4 What happens inside the mind of the learner when he or she learns? What must happen in todays classroom so that the best education can take place? What can you as teacher do to teach Mathematics more successfully? 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? 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?

4.5

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 1-5, 15-17, 20 5th edition 1-5, 15-17, 20 6th edition 1-6, 16-18, 21 7th edition 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