, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
Question 1
1. Read the following case study and answer the questions that follow:
Case study
Sipho is a Grade 2 learner with significant difficulties understanding and applying basic number
concepts. He consistently relies on counting with his fingers and cannot perform simple addition tasks
without using concrete manipulatives. These challenges suggest limited development of foundational
numeracy skills. His teacher has observed a pattern of avoidance behaviour when engaging in
mathematics-related activities, accompanied by visible signs of anxiety, particularly during formal
assessments. This indicates that Sipho may lack confidence in his mathematical abilities, which could
further hinder his academic progress in this subject area.
1.1. Identify two intrinsic and two extrinsic barriers affecting Sipho’s academic performance
and overall learning experience.
Two intrinsic barriers that affect Sipho’s academic performance and overall learning experience are
mathematics anxiety and difficulties with perceptual skills. Sipho shows visible signs of anxiety,
especially during formal assessments, and appears to lack confidence in his mathematical abilities.
This anxiety interferes with his ability to engage with mathematical tasks and contributes to his
avoidance behaviour when confronted with mathematics-related activities. In addition, Sipho
struggles with the progression from concrete to abstract thinking. He consistently relies on counting
with his fingers and is unable to perform simple addition tasks without concrete manipulatives. This
reliance indicates limited development of foundational numeracy skills, suggesting challenges with
perceptual skills necessary for understanding and manipulating numerical concepts abstractly.
In terms of extrinsic barriers, the overemphasis on formal assessments plays a significant role in
Sipho's struggles. The pressure associated with these assessments heightens his anxiety and
negatively impacts his performance, creating a cycle that further undermines his confidence.
Moreover, the teaching methods and support strategies employed may not be sufficiently responsive
to his specific learning needs. Despite ongoing observations of his difficulties, it appears that the
instructional approaches have not been adequately adapted to help him overcome his challenges in
basic number concepts. This lack of appropriate intervention contributes to his persistent struggles
and prevents him from making the necessary progress in mathematics.
1.2. Describe three observation strategies you can use as a Foundation phase teacher to obtain
comprehensive insights into Sipho’s learning difficulties.
Formal Observation
One observation strategy that can be used is formal observation during structured learning activities,
such as mathematics lessons or formal assessments. Observing Sipho in these situations allows for
direct and detailed insights into his specific difficulties with number concepts. During lessons, it
becomes apparent how heavily he relies on counting with his fingers and his dependence on concrete
manipulatives to complete simple addition tasks. Formal assessments further reveal his visible signs
of anxiety and avoidance behaviours, especially when faced with tasks that challenge his limited
numeracy skills. These observations help to identify the academic manifestations of his learning
barriers within controlled instructional settings.
Question 1
1. Read the following case study and answer the questions that follow:
Case study
Sipho is a Grade 2 learner with significant difficulties understanding and applying basic number
concepts. He consistently relies on counting with his fingers and cannot perform simple addition tasks
without using concrete manipulatives. These challenges suggest limited development of foundational
numeracy skills. His teacher has observed a pattern of avoidance behaviour when engaging in
mathematics-related activities, accompanied by visible signs of anxiety, particularly during formal
assessments. This indicates that Sipho may lack confidence in his mathematical abilities, which could
further hinder his academic progress in this subject area.
1.1. Identify two intrinsic and two extrinsic barriers affecting Sipho’s academic performance
and overall learning experience.
Two intrinsic barriers that affect Sipho’s academic performance and overall learning experience are
mathematics anxiety and difficulties with perceptual skills. Sipho shows visible signs of anxiety,
especially during formal assessments, and appears to lack confidence in his mathematical abilities.
This anxiety interferes with his ability to engage with mathematical tasks and contributes to his
avoidance behaviour when confronted with mathematics-related activities. In addition, Sipho
struggles with the progression from concrete to abstract thinking. He consistently relies on counting
with his fingers and is unable to perform simple addition tasks without concrete manipulatives. This
reliance indicates limited development of foundational numeracy skills, suggesting challenges with
perceptual skills necessary for understanding and manipulating numerical concepts abstractly.
In terms of extrinsic barriers, the overemphasis on formal assessments plays a significant role in
Sipho's struggles. The pressure associated with these assessments heightens his anxiety and
negatively impacts his performance, creating a cycle that further undermines his confidence.
Moreover, the teaching methods and support strategies employed may not be sufficiently responsive
to his specific learning needs. Despite ongoing observations of his difficulties, it appears that the
instructional approaches have not been adequately adapted to help him overcome his challenges in
basic number concepts. This lack of appropriate intervention contributes to his persistent struggles
and prevents him from making the necessary progress in mathematics.
1.2. Describe three observation strategies you can use as a Foundation phase teacher to obtain
comprehensive insights into Sipho’s learning difficulties.
Formal Observation
One observation strategy that can be used is formal observation during structured learning activities,
such as mathematics lessons or formal assessments. Observing Sipho in these situations allows for
direct and detailed insights into his specific difficulties with number concepts. During lessons, it
becomes apparent how heavily he relies on counting with his fingers and his dependence on concrete
manipulatives to complete simple addition tasks. Formal assessments further reveal his visible signs
of anxiety and avoidance behaviours, especially when faced with tasks that challenge his limited
numeracy skills. These observations help to identify the academic manifestations of his learning
barriers within controlled instructional settings.
