TEACHING MATHEMATICS IN SENIOR PHASE: TMS3726
M.P MAZIBUKO
STUDENT NUMBER: 48163279
03 DECEMBER 2021
ASSESSMENT
Page 1 of 8
, QUESTION 1
1.1.1 a) Reflective practice
Give learners exercises and examples that that addresses the problem in data
handling.
Create practical scenarios that reflect real life activities/situations e.g The national
census (this program is to collect data about people population)
Give learners the chance to present their thoughts and also they must give real life
situation examples.
b) Productive pedagogy
Use all kinds of learning style to teach learners, e.g use pictures to address data.
Extend the knowledge beyond the classroom and connects it with real world
situations.
Learners must use previous knowledge , seek for new knowledge, strive for deep
understanding in data handling and also they must communicate in both oral and
written during the lesson.
c) Situational theory
Encourage communities to involve learners in other real life situations that is in
connection with data handling e.g The national sensus (they must somehow
participate in counting their home members.
Encourage learners to have social interaction and collaboration
Give learners formative assessment in data handling.
1.1.2
Social interaction and collaboration are core
A community of practice is prioritised in situational theory
Members of a community have the same focus, goals to achieve and vision.
A learning community and active learning are evident
Learning experience guides formative assessment
Examples of formative, formal and informal assessments consist tasks in the form of
investigations and projects
1.1.3 Yes, learners will need textbooks/data sheet for writing their data collected. These
resources would help learners so that they will record their data collected and also to perform
calculations. It is also important to keep records of data collected for future references.
Page 2 of 8
M.P MAZIBUKO
STUDENT NUMBER: 48163279
03 DECEMBER 2021
ASSESSMENT
Page 1 of 8
, QUESTION 1
1.1.1 a) Reflective practice
Give learners exercises and examples that that addresses the problem in data
handling.
Create practical scenarios that reflect real life activities/situations e.g The national
census (this program is to collect data about people population)
Give learners the chance to present their thoughts and also they must give real life
situation examples.
b) Productive pedagogy
Use all kinds of learning style to teach learners, e.g use pictures to address data.
Extend the knowledge beyond the classroom and connects it with real world
situations.
Learners must use previous knowledge , seek for new knowledge, strive for deep
understanding in data handling and also they must communicate in both oral and
written during the lesson.
c) Situational theory
Encourage communities to involve learners in other real life situations that is in
connection with data handling e.g The national sensus (they must somehow
participate in counting their home members.
Encourage learners to have social interaction and collaboration
Give learners formative assessment in data handling.
1.1.2
Social interaction and collaboration are core
A community of practice is prioritised in situational theory
Members of a community have the same focus, goals to achieve and vision.
A learning community and active learning are evident
Learning experience guides formative assessment
Examples of formative, formal and informal assessments consist tasks in the form of
investigations and projects
1.1.3 Yes, learners will need textbooks/data sheet for writing their data collected. These
resources would help learners so that they will record their data collected and also to perform
calculations. It is also important to keep records of data collected for future references.
Page 2 of 8
