EMA1501 Assignment 2
Semester 1 Memo
(COMPLETE ANSWERS)
Due 13 June 2025
For assistance contact
Email:
, Question 1
1.1 Compare mathematical concepts and mathematical skills
Mathematical concepts explain the deep ideas and knowledge that children acquire about
numbers, shapes, quantities, and relationships. They are
the abstracted constructs on which mathematics is founded, such as understanding what "more"
or "less" is, or that the number 'five' always signifies a specific quantity regardless
of objects counted. They are more to do with sense-making regarding the world of mathematics.
Mathematical skills, on the other hand, are the proficiencies children learn to perform
mathematical operations. They are the proficiency for applying concepts in order to manipulate
numbers, measure, or identify patterns. An instance of a mathematical skill is conservation of
number where a child understands that it does not matter how he or she rearranges a set of five
objects, it is still five objects. An illustration of a mathematical ability is one-to-one
correspondence, which is having the ability to pair one object with one number name when
counting a group of objects.
1.2 DEFINE the following terms and GIVE TWO EXAMPLES for each.
1.2.1 Number sense
Number sense is an inborn sense of numbers, their relationship, and size.
It is a versatile and flowing sense of numerical concepts, allowing children to think about
numbers differently and make sensible judgments about their sensibleness.
Example 1: A child is presented with a plate of 3 biscuits and automatically knows that there are
3 without actually counting them separately.
Example 2: A child understands 7 is larger than 5 but less than 10 and can visualize these
quantities comparatively.
1.2.2 Patterns
Patterns are groups or sequences that occur in a predictable way. Patterns aid emergent
mathematics so that children are able to reason logically, forecast, and interpret underlying math
ematics. They occur in various forms, i.e., visual, auditory, or movement patterns.
Example 1: A sequence of movements including clap, stomp, clap, stomp, clap, stomp.
Example 2: A sequence of blocks in colours: red, blue, blue, red, blue, blue.
1.2.3 Measurement
Measurement is the act of determining the size, quantity, or level of an object or amount by
comparing it to a standard unit. It encompasses direct comparison and the application of non-
standard units before formal units are introduced in early childhood.
Example 1: A child uses his/her own footprint to estimate the length of the classroom.
Example 2: A child compares pencils and decides which one is longer by placing them side-by-
side.
1.2.4 Assessment
Monitoring emergent mathematics is the systematic process
of documenting information regarding a child's mathematics learning and development
Semester 1 Memo
(COMPLETE ANSWERS)
Due 13 June 2025
For assistance contact
Email:
, Question 1
1.1 Compare mathematical concepts and mathematical skills
Mathematical concepts explain the deep ideas and knowledge that children acquire about
numbers, shapes, quantities, and relationships. They are
the abstracted constructs on which mathematics is founded, such as understanding what "more"
or "less" is, or that the number 'five' always signifies a specific quantity regardless
of objects counted. They are more to do with sense-making regarding the world of mathematics.
Mathematical skills, on the other hand, are the proficiencies children learn to perform
mathematical operations. They are the proficiency for applying concepts in order to manipulate
numbers, measure, or identify patterns. An instance of a mathematical skill is conservation of
number where a child understands that it does not matter how he or she rearranges a set of five
objects, it is still five objects. An illustration of a mathematical ability is one-to-one
correspondence, which is having the ability to pair one object with one number name when
counting a group of objects.
1.2 DEFINE the following terms and GIVE TWO EXAMPLES for each.
1.2.1 Number sense
Number sense is an inborn sense of numbers, their relationship, and size.
It is a versatile and flowing sense of numerical concepts, allowing children to think about
numbers differently and make sensible judgments about their sensibleness.
Example 1: A child is presented with a plate of 3 biscuits and automatically knows that there are
3 without actually counting them separately.
Example 2: A child understands 7 is larger than 5 but less than 10 and can visualize these
quantities comparatively.
1.2.2 Patterns
Patterns are groups or sequences that occur in a predictable way. Patterns aid emergent
mathematics so that children are able to reason logically, forecast, and interpret underlying math
ematics. They occur in various forms, i.e., visual, auditory, or movement patterns.
Example 1: A sequence of movements including clap, stomp, clap, stomp, clap, stomp.
Example 2: A sequence of blocks in colours: red, blue, blue, red, blue, blue.
1.2.3 Measurement
Measurement is the act of determining the size, quantity, or level of an object or amount by
comparing it to a standard unit. It encompasses direct comparison and the application of non-
standard units before formal units are introduced in early childhood.
Example 1: A child uses his/her own footprint to estimate the length of the classroom.
Example 2: A child compares pencils and decides which one is longer by placing them side-by-
side.
1.2.4 Assessment
Monitoring emergent mathematics is the systematic process
of documenting information regarding a child's mathematics learning and development
