EMA1501 ASSIGNMENT 2 2024
QUESTION 1
1.1. Emergent Mathematics: Emergent mathematics refers to the development of mathematical
understanding and skills that naturally emerge through everyday experiences and interactions. It
involves the exploration and discovery of mathematical concepts and relationships in real-life
contexts.
1.2 One story that stands out from my childhood is "The Tortoise and the Hare." This classic
fable taught me the concept of speed and time. The race between the slow but steady tortoise
and the fast but overconfident hare illustrated the importance of perseverance and consistency.
It also introduced the idea of calculating speed and distance, as the story emphasized that even
a slow and steady pace can lead to success. This simple yet powerful tale instilled in me the
understanding that in some situations, slow and steady wins the race, highlighting the
mathematical principles of velocity, time, and distance.
1.3 Play is indeed crucial for a child's development, including their understanding of
mathematics. Through play, children engage in activities that naturally involve mathematical
concepts such as counting, sorting, and spatial reasoning. For example, building blocks can
help children understand concepts like shape, size, and symmetry, while games involving dice or
cards can reinforce their understanding of numbers and basic operations. Furthermore, play
allows children to explore mathematical ideas in a hands-on, experiential manner, fostering a
deeper and more intuitive understanding of mathematical concepts. By integrating
mathematical concepts into their play, children can develop a strong foundation for emergent
mathematics, laying the groundwork for more advanced mathematical learning in the future.
1.4
Piaget Vygotsky Bruner
Children construct their own Learning is a social process, Learning is an active process
knowledge through interaction and children acquire where students construct new
with the environment. knowledge through interaction ideas based on their current
with more knowledgeable knowledge.
They go through stages of others.
, cognitive development, such The zone of proximal Bruner proposed the concept
as sensorimotor, development (ZPD) is the of scaffolding, where teachers
preoperational, concrete difference between what a provide temporary support to
operational, and formal child can do on their own and help students learn new
operational. what they can achieve with concepts.
guidance.
Teachers should provide He also emphasized the
hands-on experiences and Teachers should provide importance of structuring
allow children to explore and scaffolding to support information in a way that is
discover concepts on their students within their ZPD. understandable to the learner.
own.
QUESTION 2
2.1 Differentiating Rote Counting and Rational Counting
Rote counting refers to the recitation of numbers in order without a deep understanding of their
quantity. Rational counting involves understanding that each number in the count sequence
represents a quantity.
Example Activities
Rote Counting: Having children recite numbers from 1 to 20 in a circle without associating the
numbers with specific quantities.
Rational Counting: Distributing objects (e.g., blocks or toys) to children and asking them to
count how many they have.
2.2 Using basic technology in teaching number sense can greatly enhance the learning
experience for students. Interactive tools such as digital manipulatives, educational apps, and
online games can make abstract mathematical concepts more tangible and engaging. Visual
representations and interactive exercises can help students grasp number relationships,
patterns, and operations more effectively. Additionally, technology allows for personalized
learning experiences, catering to individual student needs and learning styles. By integrating
basic technology into teaching number sense, educators can create a dynamic and interactive
learning environment that promotes deeper understanding and retention of mathematical
concepts.
QUESTION 1
1.1. Emergent Mathematics: Emergent mathematics refers to the development of mathematical
understanding and skills that naturally emerge through everyday experiences and interactions. It
involves the exploration and discovery of mathematical concepts and relationships in real-life
contexts.
1.2 One story that stands out from my childhood is "The Tortoise and the Hare." This classic
fable taught me the concept of speed and time. The race between the slow but steady tortoise
and the fast but overconfident hare illustrated the importance of perseverance and consistency.
It also introduced the idea of calculating speed and distance, as the story emphasized that even
a slow and steady pace can lead to success. This simple yet powerful tale instilled in me the
understanding that in some situations, slow and steady wins the race, highlighting the
mathematical principles of velocity, time, and distance.
1.3 Play is indeed crucial for a child's development, including their understanding of
mathematics. Through play, children engage in activities that naturally involve mathematical
concepts such as counting, sorting, and spatial reasoning. For example, building blocks can
help children understand concepts like shape, size, and symmetry, while games involving dice or
cards can reinforce their understanding of numbers and basic operations. Furthermore, play
allows children to explore mathematical ideas in a hands-on, experiential manner, fostering a
deeper and more intuitive understanding of mathematical concepts. By integrating
mathematical concepts into their play, children can develop a strong foundation for emergent
mathematics, laying the groundwork for more advanced mathematical learning in the future.
1.4
Piaget Vygotsky Bruner
Children construct their own Learning is a social process, Learning is an active process
knowledge through interaction and children acquire where students construct new
with the environment. knowledge through interaction ideas based on their current
with more knowledgeable knowledge.
They go through stages of others.
, cognitive development, such The zone of proximal Bruner proposed the concept
as sensorimotor, development (ZPD) is the of scaffolding, where teachers
preoperational, concrete difference between what a provide temporary support to
operational, and formal child can do on their own and help students learn new
operational. what they can achieve with concepts.
guidance.
Teachers should provide He also emphasized the
hands-on experiences and Teachers should provide importance of structuring
allow children to explore and scaffolding to support information in a way that is
discover concepts on their students within their ZPD. understandable to the learner.
own.
QUESTION 2
2.1 Differentiating Rote Counting and Rational Counting
Rote counting refers to the recitation of numbers in order without a deep understanding of their
quantity. Rational counting involves understanding that each number in the count sequence
represents a quantity.
Example Activities
Rote Counting: Having children recite numbers from 1 to 20 in a circle without associating the
numbers with specific quantities.
Rational Counting: Distributing objects (e.g., blocks or toys) to children and asking them to
count how many they have.
2.2 Using basic technology in teaching number sense can greatly enhance the learning
experience for students. Interactive tools such as digital manipulatives, educational apps, and
online games can make abstract mathematical concepts more tangible and engaging. Visual
representations and interactive exercises can help students grasp number relationships,
patterns, and operations more effectively. Additionally, technology allows for personalized
learning experiences, catering to individual student needs and learning styles. By integrating
basic technology into teaching number sense, educators can create a dynamic and interactive
learning environment that promotes deeper understanding and retention of mathematical
concepts.
