EMA1501
Assignment 2
(Detailed Answers)
Semester 1
Due 13 June 2025
, EMA1501 Assignment 2 Semester 1 Due 13 June 2025
Question 1
1.1 Differentiation between Mathematical Concepts and Mathematical Skills
Mathematical concepts encompass the fundamental ideas or mental representations that
underpin mathematical understanding. They represent the "big ideas" that inform
reasoning, problem-solving, and the development of mathematical thinking. These are
inherently abstract, involving comprehension of principles such as number relationships,
spatial awareness, and patterns. For example, the concept of place value involves
understanding that the position of a digit within a number determines its value, which is
critical for operations like addition and subtraction.
In contrast, mathematical skills refer to the procedural competencies or abilities that
children acquire to perform specific tasks efficiently. These are practical, action-based,
and often involve applying concepts to solve problems or carry out calculations. For
example, mental addition—the ability to quickly sum two numbers—demonstrates a skill
developed through practice.
Key Differentiation:
• Nature: Concepts are cognitive and represent understanding; skills are operational
and involve execution.
• Development: Concepts emerge through exploration and conceptualization; skills
are honed via repeated practice.
• Focus: Concepts focus on "what" and "why"; skills emphasize "how" to perform
specific tasks.
Examples:
• Mathematical Concept: Recognizing that the number 7 can be composed of 3 and 4,
facilitating understanding of addition.
• Mathematical Skill: Counting objects accurately up to 20, which requires procedural
competence.
Assignment 2
(Detailed Answers)
Semester 1
Due 13 June 2025
, EMA1501 Assignment 2 Semester 1 Due 13 June 2025
Question 1
1.1 Differentiation between Mathematical Concepts and Mathematical Skills
Mathematical concepts encompass the fundamental ideas or mental representations that
underpin mathematical understanding. They represent the "big ideas" that inform
reasoning, problem-solving, and the development of mathematical thinking. These are
inherently abstract, involving comprehension of principles such as number relationships,
spatial awareness, and patterns. For example, the concept of place value involves
understanding that the position of a digit within a number determines its value, which is
critical for operations like addition and subtraction.
In contrast, mathematical skills refer to the procedural competencies or abilities that
children acquire to perform specific tasks efficiently. These are practical, action-based,
and often involve applying concepts to solve problems or carry out calculations. For
example, mental addition—the ability to quickly sum two numbers—demonstrates a skill
developed through practice.
Key Differentiation:
• Nature: Concepts are cognitive and represent understanding; skills are operational
and involve execution.
• Development: Concepts emerge through exploration and conceptualization; skills
are honed via repeated practice.
• Focus: Concepts focus on "what" and "why"; skills emphasize "how" to perform
specific tasks.
Examples:
• Mathematical Concept: Recognizing that the number 7 can be composed of 3 and 4,
facilitating understanding of addition.
• Mathematical Skill: Counting objects accurately up to 20, which requires procedural
competence.
