HED4813 Assignment 2 2026
Due June, 2026
Read each question carefully and select the one correct answer from the options
provided (A–D).
1.1. In Learning Unit 1, problem solving in mathematics education is best
described as:
Question 1: Multiple Choice Answers
Question Answer Explanation
1.1 B Problem solving involves reasoning and decision making, not
just memorisation
1.2 D CAPS specifies 10% for problem-solving level (Learning Unit 1, page
3)
1.3 B Problems at this level are "not necessarily difficult" (Learning Unit 1,
page 3)
1.4 A Learners can follow steps without true understanding (Learning Unit
1, page 1)
1.5 C Word problems often test language skills, not mathematics (Learning
Unit 1, pages 1-2)
1.6 C Problem solving is a systematic process of reasoning (Learning Unit
1, page 3)
1.7 B The unit distinguishes between problem solving as skill/level vs
action/process (Learning Unit 1, page 3)
1.8 C Problem solving should be part of all learners' mathematical skills
(Learning Unit 1, page 3)
1.9 C Understanding the problem is Polya's first phase (Learning Unit 1,
page 4)
, 1.10 B Devising a plan involves selecting strategies and methods (Learning
Unit 1, page 4)
1.11 B Looking back includes checking each step for correctness (Learning
Unit 1, page 5)
1.12 C Polya's model supports metacognitive reflection (thinking about
one's thinking)
1.13 C Asking clarifying questions helps understand the problem (Learning
Unit 1, page 4)
1.14 C Rigid steps assume only one way to solve problems
1.15 C Polya's work supports constructivist (active learning) approaches
1.16 B Problem-centred classrooms focus on meaningful problems, not drill
1.17 B Modelling translates real situations into mathematical forms
(Learning Unit 1, page 2)
1.18 B Making assumptions is essential in modelling real situations
1.19 C Modelling develops real-world problem-solving competence
1.20 D A memorised formula without context is not a valid model (Learning
Unit 1, page 2)
1.21 B Effective models are cyclic and iterative (can be refined)
1.22 B Horizontal mathematisation uses learners' informal strategies
1.23 B Vertical mathematisation formalises informal reasoning into
mathematics
1.24 B Teacher-centred style has teacher as authority and knowledge
source
1.25 C Interactive/participatory style balances teacher guidance and learner
activity
1.26 B Teaching as transaction aligns with constructivism (learners
construct meaning)
1.27 C Talking through problems indicates auditory learning preference
1.28 C Concrete operational stage (ages 7-11) uses physical manipulatives
(Learning Unit 2, page 3)
Due June, 2026
Read each question carefully and select the one correct answer from the options
provided (A–D).
1.1. In Learning Unit 1, problem solving in mathematics education is best
described as:
Question 1: Multiple Choice Answers
Question Answer Explanation
1.1 B Problem solving involves reasoning and decision making, not
just memorisation
1.2 D CAPS specifies 10% for problem-solving level (Learning Unit 1, page
3)
1.3 B Problems at this level are "not necessarily difficult" (Learning Unit 1,
page 3)
1.4 A Learners can follow steps without true understanding (Learning Unit
1, page 1)
1.5 C Word problems often test language skills, not mathematics (Learning
Unit 1, pages 1-2)
1.6 C Problem solving is a systematic process of reasoning (Learning Unit
1, page 3)
1.7 B The unit distinguishes between problem solving as skill/level vs
action/process (Learning Unit 1, page 3)
1.8 C Problem solving should be part of all learners' mathematical skills
(Learning Unit 1, page 3)
1.9 C Understanding the problem is Polya's first phase (Learning Unit 1,
page 4)
, 1.10 B Devising a plan involves selecting strategies and methods (Learning
Unit 1, page 4)
1.11 B Looking back includes checking each step for correctness (Learning
Unit 1, page 5)
1.12 C Polya's model supports metacognitive reflection (thinking about
one's thinking)
1.13 C Asking clarifying questions helps understand the problem (Learning
Unit 1, page 4)
1.14 C Rigid steps assume only one way to solve problems
1.15 C Polya's work supports constructivist (active learning) approaches
1.16 B Problem-centred classrooms focus on meaningful problems, not drill
1.17 B Modelling translates real situations into mathematical forms
(Learning Unit 1, page 2)
1.18 B Making assumptions is essential in modelling real situations
1.19 C Modelling develops real-world problem-solving competence
1.20 D A memorised formula without context is not a valid model (Learning
Unit 1, page 2)
1.21 B Effective models are cyclic and iterative (can be refined)
1.22 B Horizontal mathematisation uses learners' informal strategies
1.23 B Vertical mathematisation formalises informal reasoning into
mathematics
1.24 B Teacher-centred style has teacher as authority and knowledge
source
1.25 C Interactive/participatory style balances teacher guidance and learner
activity
1.26 B Teaching as transaction aligns with constructivism (learners
construct meaning)
1.27 C Talking through problems indicates auditory learning preference
1.28 C Concrete operational stage (ages 7-11) uses physical manipulatives
(Learning Unit 2, page 3)
