OPM1501 Assignment 2 2025
Unique Number: 146908
Due date: 6 June 2025
QUESTION 1
Teaching Measurement in the Intermediate Phase: A Constructivist Approach
Introduction
Traditional teaching methods in mathematics, especially in topics like measurement, often
involve rote memorisation, isolated drills, and passive learning. Learners are frequently
reduced to mere recipients of fixed knowledge passed down by the teacher. However, in the
Intermediate Phase, learners are developmentally ready to engage with concepts in ways
that are more active, meaningful, and connected to real-life contexts. This essay critically
explores the move from traditional to constructivist teaching approaches in the teaching of
measurement. It will examine constructivism compared to behaviourism, show how
constructivist theory can be applied to measurement, and identify effective strategies
supported by examples drawn from personal learning experiences, curriculum expectations,
and classroom observations.
Understanding Constructivism and Its Comparison to Behaviourism
Constructivism is a theory of learning that suggests learners construct their own
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
Teaching Measurement in the Intermediate Phase: A Constructivist Approach
Introduction
Traditional teaching methods in mathematics, especially in topics like measurement,
often involve rote memorisation, isolated drills, and passive learning. Learners are
frequently reduced to mere recipients of fixed knowledge passed down by the
teacher. However, in the Intermediate Phase, learners are developmentally ready to
engage with concepts in ways that are more active, meaningful, and connected to
real-life contexts. This essay critically explores the move from traditional to
constructivist teaching approaches in the teaching of measurement. It will examine
constructivism compared to behaviourism, show how constructivist theory can be
applied to measurement, and identify effective strategies supported by examples
drawn from personal learning experiences, curriculum expectations, and classroom
observations.
Understanding Constructivism and Its Comparison to Behaviourism
Constructivism is a theory of learning that suggests learners construct their own
understanding and knowledge through experiences and reflection. It emphasises
active participation, discovery, collaboration, and the integration of prior knowledge.
According to Vygotsky and Piaget, learners do not passively absorb information but
instead make sense of it by connecting it to what they already know. Social
interaction and problem-solving in authentic contexts are central to this theory.
In contrast, behaviourism views learning as a response to external stimuli. Learning
is seen as a change in behaviour that results from reinforcement or punishment. B.F.
Skinner's operant conditioning model shaped many traditional classrooms, where
teachers control the learning process, and learners are rewarded or penalised based
on correct or incorrect responses. This model often results in surface learning and
does not allow space for reasoning or creativity.
While behaviourism may be effective for basic skills or drill work, constructivism
provides a deeper, more lasting understanding. In the context of teaching
measurement, constructivism allows learners to develop a sense of length, area, and
Unique Number: 146908
Due date: 6 June 2025
QUESTION 1
Teaching Measurement in the Intermediate Phase: A Constructivist Approach
Introduction
Traditional teaching methods in mathematics, especially in topics like measurement, often
involve rote memorisation, isolated drills, and passive learning. Learners are frequently
reduced to mere recipients of fixed knowledge passed down by the teacher. However, in the
Intermediate Phase, learners are developmentally ready to engage with concepts in ways
that are more active, meaningful, and connected to real-life contexts. This essay critically
explores the move from traditional to constructivist teaching approaches in the teaching of
measurement. It will examine constructivism compared to behaviourism, show how
constructivist theory can be applied to measurement, and identify effective strategies
supported by examples drawn from personal learning experiences, curriculum expectations,
and classroom observations.
Understanding Constructivism and Its Comparison to Behaviourism
Constructivism is a theory of learning that suggests learners construct their own
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
Teaching Measurement in the Intermediate Phase: A Constructivist Approach
Introduction
Traditional teaching methods in mathematics, especially in topics like measurement,
often involve rote memorisation, isolated drills, and passive learning. Learners are
frequently reduced to mere recipients of fixed knowledge passed down by the
teacher. However, in the Intermediate Phase, learners are developmentally ready to
engage with concepts in ways that are more active, meaningful, and connected to
real-life contexts. This essay critically explores the move from traditional to
constructivist teaching approaches in the teaching of measurement. It will examine
constructivism compared to behaviourism, show how constructivist theory can be
applied to measurement, and identify effective strategies supported by examples
drawn from personal learning experiences, curriculum expectations, and classroom
observations.
Understanding Constructivism and Its Comparison to Behaviourism
Constructivism is a theory of learning that suggests learners construct their own
understanding and knowledge through experiences and reflection. It emphasises
active participation, discovery, collaboration, and the integration of prior knowledge.
According to Vygotsky and Piaget, learners do not passively absorb information but
instead make sense of it by connecting it to what they already know. Social
interaction and problem-solving in authentic contexts are central to this theory.
In contrast, behaviourism views learning as a response to external stimuli. Learning
is seen as a change in behaviour that results from reinforcement or punishment. B.F.
Skinner's operant conditioning model shaped many traditional classrooms, where
teachers control the learning process, and learners are rewarded or penalised based
on correct or incorrect responses. This model often results in surface learning and
does not allow space for reasoning or creativity.
While behaviourism may be effective for basic skills or drill work, constructivism
provides a deeper, more lasting understanding. In the context of teaching
measurement, constructivism allows learners to develop a sense of length, area, and
