Foundation Phase Mathematics
Teaching
FMT3701
October/ November Exam 2022
Vanessa Carles
Student number: 64948722
Date: 7 November 2022
,HONESTY DECLARATION
I, VANESSA CARLES
Student number: 64948722
Module code: FMT3701
Hereby declare the following:
I understand UNISA’s policy on plagiarism. This examination is my original work produced by
myself. I have duly acknowledged all the other people’s work (both electronic and print)
through the proper reference techniques as stipulated in this module.
I have not copied work of other and handed it in as my own. I have also not made my work
available to any fellow students to submit as their own.
Signature: Date: 7 November 2022
, Question 1
1.1.1 Sensorimotor stage
1.1.2 Preoperational stage
1.1.3 I think Piaget overestimates the ability of adolescence and underestimates a child or
infant’s capacity. He also doesn’t include other factors in his theory like social and
cultural interactions that plays a role in the development of a learners’ thinking ability
and cogitation, therefore I believe that his theory can’t be purely based on the ages of
learners.
1.1.4 The social constructivist theory
1.1.5 a) language
b) zone of proximal development
1.6.1 C
1.6.2 A
1.6.3 B
Question 2
2.1.1 Number sense: Number sense is a concept that explains a child's ability to both
understand and use numbers in practice. Learners must have a sense of what numbers
mean as well as their relationship to one another. They must be able to understand
symbolic representation, perform mental math, make mathematical judgements and
then develop strategies for solving problems.
Verbal / rote counting: It is basically the rhythmic or parrot-like counting and it is the
ability to recite numbers in order from memory. With rote/verbal counting, the learners
know the correct sequence of the numbers, but they are not able to correspond the
objects being counted with the correct number names. It normally takes place through
songs, rhymes or poems, etc.
Object / rational counting: A child is able to assign the correct number name to each
object as they are counted in succession. The last counting word shows cardinal value
Teaching
FMT3701
October/ November Exam 2022
Vanessa Carles
Student number: 64948722
Date: 7 November 2022
,HONESTY DECLARATION
I, VANESSA CARLES
Student number: 64948722
Module code: FMT3701
Hereby declare the following:
I understand UNISA’s policy on plagiarism. This examination is my original work produced by
myself. I have duly acknowledged all the other people’s work (both electronic and print)
through the proper reference techniques as stipulated in this module.
I have not copied work of other and handed it in as my own. I have also not made my work
available to any fellow students to submit as their own.
Signature: Date: 7 November 2022
, Question 1
1.1.1 Sensorimotor stage
1.1.2 Preoperational stage
1.1.3 I think Piaget overestimates the ability of adolescence and underestimates a child or
infant’s capacity. He also doesn’t include other factors in his theory like social and
cultural interactions that plays a role in the development of a learners’ thinking ability
and cogitation, therefore I believe that his theory can’t be purely based on the ages of
learners.
1.1.4 The social constructivist theory
1.1.5 a) language
b) zone of proximal development
1.6.1 C
1.6.2 A
1.6.3 B
Question 2
2.1.1 Number sense: Number sense is a concept that explains a child's ability to both
understand and use numbers in practice. Learners must have a sense of what numbers
mean as well as their relationship to one another. They must be able to understand
symbolic representation, perform mental math, make mathematical judgements and
then develop strategies for solving problems.
Verbal / rote counting: It is basically the rhythmic or parrot-like counting and it is the
ability to recite numbers in order from memory. With rote/verbal counting, the learners
know the correct sequence of the numbers, but they are not able to correspond the
objects being counted with the correct number names. It normally takes place through
songs, rhymes or poems, etc.
Object / rational counting: A child is able to assign the correct number name to each
object as they are counted in succession. The last counting word shows cardinal value
