LOLA JACOBS ASSIGNMENTS © 2024
EMA1501
ASSIGNMENT NO: 02
YEAR : 2024
PREVIEW:
QUESTION 1
1.1. Define Emergent Mathematics. (4)
Emergent Mathematics refers to the early and natural development of
mathematical understanding in young children through their everyday
interactions and experiences. It is not about formal instruction but rather the
way children organically encounter and make sense of mathematical concepts
like numbers, shapes, patterns, and measurements during their play, routines,
and interactions. This approach emphasizes the importance of integrating math
into various activities, allowing children to develop mathematical thinking in a
context that is meaningful and relevant to them.
1.2. Childhood Story with Mathematical Themes (10)
As a child, I was often told the story of "Goldilocks and the Three Bears." In this
story, Goldilocks encounters various quantities and comparisons that involve
mathematical concepts. For instance, she finds three bowls of porridge, and
she compares their temperatures: one is too hot, one is too cold, and one is just
right. This introduces the concept of temperature and comparison. Additionally,
she finds three chairs and three beds, which introduces the ideas of counting
, LOLA JACOBS ASSIGNMENTS © 2024
and size comparison: too big, too small, and just right. From this story, I learned
basic counting, the concept of size and quantity comparison, and the idea of
finding balance or the "right" amount.
1.3. Relationship between Play and Emergent Mathematics (6)
Play is fundamental to emergent mathematics as it provides a natural and
engaging context for children to explore mathematical concepts. Through play,
children experiment with counting, sorting, measuring, and recognizing patterns
without formal instruction. For instance, building with blocks involves
understanding shapes and spatial relationships, while playing shop encourages
counting and basic arithmetic. This hands-on, exploratory learning helps solidify
mathematical understanding in a meaningful and enjoyable way, fostering a
positive attitude towards mathematics.
1.4. Theories of Piaget, Vygotsky, and Bruner in Teaching and Learning
Emergent Mathematics (30)
Theorist Teaching Approach Learning Process
Piaget - Emphasizes the - Learning occurs
importance of stages of through active
development: exploration and
Sensorimotor, interaction with the
Preoperational, environment.<br> -
Concrete Operational, Children construct
and Formal knowledge by
Operational.<br> - connecting new
Advocates for providing experiences to existing
hands-on, discovery- cognitive structures
based activities that are (schemas).<br> - Key
appropriate for the concepts: assimilation,
child's developmental accommodation, and
stage. equilibration.
Vygotsky - Stresses the role of - Learning is a social
social interaction and process mediated by
cultural context in language and
learning.<br> - interaction.<br> -
Introduces the concept Children internalize
of the Zone of Proximal knowledge through
Development (ZPD), collaborative activities
where learning occurs and guided
with the help of more participation.<br> -
knowledgeable others Emphasizes the
(MKOs).<br> - Utilizes importance of language
scaffolding techniques in cognitive
to support and extend development and
children's learning. mathematical thinking.
Bruner - Focuses on the idea of - Learning is an active
scaffolding and the process where learners
spiral curriculum, where build on their existing
EMA1501
ASSIGNMENT NO: 02
YEAR : 2024
PREVIEW:
QUESTION 1
1.1. Define Emergent Mathematics. (4)
Emergent Mathematics refers to the early and natural development of
mathematical understanding in young children through their everyday
interactions and experiences. It is not about formal instruction but rather the
way children organically encounter and make sense of mathematical concepts
like numbers, shapes, patterns, and measurements during their play, routines,
and interactions. This approach emphasizes the importance of integrating math
into various activities, allowing children to develop mathematical thinking in a
context that is meaningful and relevant to them.
1.2. Childhood Story with Mathematical Themes (10)
As a child, I was often told the story of "Goldilocks and the Three Bears." In this
story, Goldilocks encounters various quantities and comparisons that involve
mathematical concepts. For instance, she finds three bowls of porridge, and
she compares their temperatures: one is too hot, one is too cold, and one is just
right. This introduces the concept of temperature and comparison. Additionally,
she finds three chairs and three beds, which introduces the ideas of counting
, LOLA JACOBS ASSIGNMENTS © 2024
and size comparison: too big, too small, and just right. From this story, I learned
basic counting, the concept of size and quantity comparison, and the idea of
finding balance or the "right" amount.
1.3. Relationship between Play and Emergent Mathematics (6)
Play is fundamental to emergent mathematics as it provides a natural and
engaging context for children to explore mathematical concepts. Through play,
children experiment with counting, sorting, measuring, and recognizing patterns
without formal instruction. For instance, building with blocks involves
understanding shapes and spatial relationships, while playing shop encourages
counting and basic arithmetic. This hands-on, exploratory learning helps solidify
mathematical understanding in a meaningful and enjoyable way, fostering a
positive attitude towards mathematics.
1.4. Theories of Piaget, Vygotsky, and Bruner in Teaching and Learning
Emergent Mathematics (30)
Theorist Teaching Approach Learning Process
Piaget - Emphasizes the - Learning occurs
importance of stages of through active
development: exploration and
Sensorimotor, interaction with the
Preoperational, environment.<br> -
Concrete Operational, Children construct
and Formal knowledge by
Operational.<br> - connecting new
Advocates for providing experiences to existing
hands-on, discovery- cognitive structures
based activities that are (schemas).<br> - Key
appropriate for the concepts: assimilation,
child's developmental accommodation, and
stage. equilibration.
Vygotsky - Stresses the role of - Learning is a social
social interaction and process mediated by
cultural context in language and
learning.<br> - interaction.<br> -
Introduces the concept Children internalize
of the Zone of Proximal knowledge through
Development (ZPD), collaborative activities
where learning occurs and guided
with the help of more participation.<br> -
knowledgeable others Emphasizes the
(MKOs).<br> - Utilizes importance of language
scaffolding techniques in cognitive
to support and extend development and
children's learning. mathematical thinking.
Bruner - Focuses on the idea of - Learning is an active
scaffolding and the process where learners
spiral curriculum, where build on their existing
