OPM1501 Assignment 2 Solutions 2026
UNISA
CLOSING DATE: 5 JUNE 2026
UNIQUE NUMBER: 116421
,QUESTION 1
1.1 Essay: Teaching Measurement Through Learner-Centred Approaches in the
Intermediate Phase
Introduction
The teaching of Mathematics has changed significantly over the years. Traditional
teaching methods often focus on memorisation, repetition and following procedures
without understanding. In contrast, modern Mathematics education encourages learner
participation, problem-solving and the construction of knowledge through meaningful
experiences. In the Intermediate Phase, measurement is an important topic because
learners encounter measurements in their daily lives when they measure length, mass,
capacity, time and temperature. Therefore, teachers should use teaching approaches
that actively involve learners and help them develop a deeper understanding of
mathematical concepts.
Constructivism and Behaviourism
Constructivism is a learning theory which states that learners actively build their own
knowledge through experiences and interactions with their environment. According to
this theory, learners do not simply receive information from the teacher. Instead, they
make sense of new knowledge by connecting it to what they already know. The teacher
acts as a facilitator who guides learners as they explore, investigate and solve
problems.
Behaviourism differs from constructivism because it views learning as a change in
behaviour that occurs through repetition, practice and reinforcement. In a behaviourist
classroom, the teacher usually provides information, demonstrates procedures and
expects learners to memorise and reproduce what they have learned. Success is often
measured by correct answers rather than understanding.
While behaviourism may help learners memorise measurement formulas and units, it
often does not allow them to understand why certain procedures are used.
Constructivism, on the other hand, enables learners to develop conceptual
understanding by engaging with practical activities and real-life situations.
Application of Constructivism in Teaching Measurement
A constructivist approach to teaching measurement requires learners to participate
actively in learning activities. Instead of merely telling learners that one metre equals
one hundred centimetres, the teacher can provide measuring tapes and rulers and
allow learners to measure objects in the classroom. Through this activity, learners
discover the relationship between metres and centimetres themselves.
, For example, when teaching length in Grade 5, learners can work in groups to measure
desks, doors, books and classroom walls. They can record their findings, compare
measurements and discuss differences. This encourages communication, reasoning
and problem-solving.
Another example is teaching capacity. Instead of only explaining litres and millilitres,
learners can use containers of different sizes and pour water from one container to
another. By observing how much liquid each container holds, learners develop a
practical understanding of capacity and volume.
Measurement lessons can also include real-life investigations. Learners may be asked
to determine the amount of paint needed to cover a classroom wall or calculate the
perimeter of the school garden. Such activities help learners understand the relevance
of Mathematics in everyday life.
Practical Implications in the Classroom
The practical implementation of constructivism requires teachers to create learning
environments where learners can explore ideas independently and collaboratively.
Teachers should encourage learners to ask questions, make predictions and justify their
answers.
When teaching measurement, teachers should:
Use concrete materials such as rulers, tape measures, scales and measuring jugs.
Encourage learners to work in groups and discuss their findings.
Allow learners to make mistakes and learn from them.
Connect measurement concepts to real-life situations.
Use questioning techniques that promote critical thinking.
For instance, rather than telling learners which unit to use, the teacher may ask: "Would
it be more appropriate to measure the length of the classroom in millimetres,
centimetres or metres? Why?" Such questions encourage learners to think critically
about measurement units.
Strategies Suitable for Teaching Measurement
Strategy 1: Hands-on Investigation
Hands-on investigations enable learners to manipulate objects and discover
measurement concepts through direct experience.
For example, Grade 4 learners can measure the lengths of various classroom objects
using rulers and tape measures. They can compare results and discuss why some
UNISA
CLOSING DATE: 5 JUNE 2026
UNIQUE NUMBER: 116421
,QUESTION 1
1.1 Essay: Teaching Measurement Through Learner-Centred Approaches in the
Intermediate Phase
Introduction
The teaching of Mathematics has changed significantly over the years. Traditional
teaching methods often focus on memorisation, repetition and following procedures
without understanding. In contrast, modern Mathematics education encourages learner
participation, problem-solving and the construction of knowledge through meaningful
experiences. In the Intermediate Phase, measurement is an important topic because
learners encounter measurements in their daily lives when they measure length, mass,
capacity, time and temperature. Therefore, teachers should use teaching approaches
that actively involve learners and help them develop a deeper understanding of
mathematical concepts.
Constructivism and Behaviourism
Constructivism is a learning theory which states that learners actively build their own
knowledge through experiences and interactions with their environment. According to
this theory, learners do not simply receive information from the teacher. Instead, they
make sense of new knowledge by connecting it to what they already know. The teacher
acts as a facilitator who guides learners as they explore, investigate and solve
problems.
Behaviourism differs from constructivism because it views learning as a change in
behaviour that occurs through repetition, practice and reinforcement. In a behaviourist
classroom, the teacher usually provides information, demonstrates procedures and
expects learners to memorise and reproduce what they have learned. Success is often
measured by correct answers rather than understanding.
While behaviourism may help learners memorise measurement formulas and units, it
often does not allow them to understand why certain procedures are used.
Constructivism, on the other hand, enables learners to develop conceptual
understanding by engaging with practical activities and real-life situations.
Application of Constructivism in Teaching Measurement
A constructivist approach to teaching measurement requires learners to participate
actively in learning activities. Instead of merely telling learners that one metre equals
one hundred centimetres, the teacher can provide measuring tapes and rulers and
allow learners to measure objects in the classroom. Through this activity, learners
discover the relationship between metres and centimetres themselves.
, For example, when teaching length in Grade 5, learners can work in groups to measure
desks, doors, books and classroom walls. They can record their findings, compare
measurements and discuss differences. This encourages communication, reasoning
and problem-solving.
Another example is teaching capacity. Instead of only explaining litres and millilitres,
learners can use containers of different sizes and pour water from one container to
another. By observing how much liquid each container holds, learners develop a
practical understanding of capacity and volume.
Measurement lessons can also include real-life investigations. Learners may be asked
to determine the amount of paint needed to cover a classroom wall or calculate the
perimeter of the school garden. Such activities help learners understand the relevance
of Mathematics in everyday life.
Practical Implications in the Classroom
The practical implementation of constructivism requires teachers to create learning
environments where learners can explore ideas independently and collaboratively.
Teachers should encourage learners to ask questions, make predictions and justify their
answers.
When teaching measurement, teachers should:
Use concrete materials such as rulers, tape measures, scales and measuring jugs.
Encourage learners to work in groups and discuss their findings.
Allow learners to make mistakes and learn from them.
Connect measurement concepts to real-life situations.
Use questioning techniques that promote critical thinking.
For instance, rather than telling learners which unit to use, the teacher may ask: "Would
it be more appropriate to measure the length of the classroom in millimetres,
centimetres or metres? Why?" Such questions encourage learners to think critically
about measurement units.
Strategies Suitable for Teaching Measurement
Strategy 1: Hands-on Investigation
Hands-on investigations enable learners to manipulate objects and discover
measurement concepts through direct experience.
For example, Grade 4 learners can measure the lengths of various classroom objects
using rulers and tape measures. They can compare results and discuss why some
