Module: FMT3701 Assignment 2

Module: FMT3701 Assignment 2 Unique Number: Student number: Student name: Contents Page Question 1 Pages 3 Question 2 Page 4 Question 3… Page 5 Question 4… Page 6&7 Question1: 1.1) • Cognitive constructive theory Jean Piaget He believed that children acquire information by interacting with objects, ideas and other people. Children construct knowledge through processes of assimilation and accommodation. Assimilation is when children add new information to their existing knowledge or thought structures. Accommodation is when children make changes to their existing knowledge or thought structures. This helps with learning mathematics because maths is always evolving, and it becomes more complex as the children get older. • Social Constructive theory of Vygotsky Vygotsky believes that the child learns more from a teacher or an adult than what he/she would learn on his/her own. The teacher builds on to the learners’ knowledge and experiences. This helps with maths concepts as learners learn from teachers and the methods teachers present to them. • Social Constructive theory of Brunner He believes that learners learn from engaging with the environment. He believes children’s active learning is based on their past and current knowledge. This helps children build onto their knowledge and allows them to add onto certain concepts. There are 3 different levels of knowing and operating, namely; Enactive knowledge, Iconic Knowledge and Symbolic knowledge. 1.2.1) I disagree with Ms Dlamini, because each child is different and you are guaranteed to have children in your class with some sort of learning disability. Maths concepts have changed tremendously over the years, they have somewhat evolved and we now have to apply many different learning methods to accommodate all learners, those that struggle with maths and those that are really good at it as well as those average graded children. It is not good to assume that if your method has worked for years that it will work for all the years to come. ..............................................continued...................................................