OPM1501
ASSIGNMENT 2
DUE DATE: 6 JUNE 2025
, OPM1501
ASSIGNMENT 2 2025
DUE: 6 JUNE 2025
Question 1
1. In OPM1501, we emphasize the importance of mathematics teachers moving away
from traditional teaching methods and adopting approaches that foster learner
engagement and meaningful learning experiences.
1.1. Write a 1000-word essay in which you critically demonstrate your
understanding of the above statement with a lens on the teaching and learning of
measurement in any grade in the Intermediate Phase. You should include
examples, either from your learning experience at school, general reading, your
understanding of the curriculum or observation as a learner to illustrate the
points that you make.
ANSWER
Moving Away from Traditional Teaching Methods in Mathematics: A Focus on
Teaching Measurement in the Intermediate Phase
The teaching and learning of mathematics, particularly in the Intermediate Phase, must
evolve beyond traditional approaches that emphasise rote memorisation and passive
reception of knowledge. In the South African context, the Curriculum and Assessment
Policy Statement (CAPS) stresses the need for learner-centred teaching strategies that
engage learners in meaningful learning experiences (DBE, 2011). This is especially
important in the teaching of measurement, a topic that is deeply embedded in real-life
contexts. I willdemonstrate my understanding of the importance of shifting from
traditional to interactive and engaging methods in the teaching of measurement and
, also draw on my personal schooling experience, observations, and the expectations set
out in the CAPS curriculum to support my argument.
Traditional Teaching of Measurement: Limitations and Challenges
Traditional mathematics instruction often focuses on direct teaching, where the teacher
presents a formula or definition, followed by repetitive exercises. For example, in my
own schooling experience in Grade 5, we were taught to calculate the perimeter of
shapes by memorising formulas like Perimeter = 2 × (Length + Breadth). The teacher
would write examples on the board, we would copy them, and then complete a
worksheet of similar problems. While this approach sometimes results in short-term
success, it fails to develop deep conceptual understanding. Learners become
dependent on memorised procedures without understanding why they work or how they
apply to real-life situations.
In the context of measurement, such approaches can be especially problematic
because measurement concepts like length, area, volume, and time are abstract and
require concrete experience for full understanding (Van de Walle et al., 2016). Learners
must understand not only the mathematical operations involved but also the context and
units of measurement. When learners are only exposed to abstract formulas and
worksheets, they miss the opportunity to explore these concepts through hands-on
experiences.
A Learner-Centred, Engaging Approach to Teaching Measurement
In contrast to traditional methods, a learner-centred approach places learners at the
heart of the learning process. According to CAPS (DBE, 2011), mathematics teaching in
the Intermediate Phase should be practical, activity-based, and aimed at developing
problem-solving skills. For example, when teaching perimeter and area, a teacher might
ASSIGNMENT 2
DUE DATE: 6 JUNE 2025
, OPM1501
ASSIGNMENT 2 2025
DUE: 6 JUNE 2025
Question 1
1. In OPM1501, we emphasize the importance of mathematics teachers moving away
from traditional teaching methods and adopting approaches that foster learner
engagement and meaningful learning experiences.
1.1. Write a 1000-word essay in which you critically demonstrate your
understanding of the above statement with a lens on the teaching and learning of
measurement in any grade in the Intermediate Phase. You should include
examples, either from your learning experience at school, general reading, your
understanding of the curriculum or observation as a learner to illustrate the
points that you make.
ANSWER
Moving Away from Traditional Teaching Methods in Mathematics: A Focus on
Teaching Measurement in the Intermediate Phase
The teaching and learning of mathematics, particularly in the Intermediate Phase, must
evolve beyond traditional approaches that emphasise rote memorisation and passive
reception of knowledge. In the South African context, the Curriculum and Assessment
Policy Statement (CAPS) stresses the need for learner-centred teaching strategies that
engage learners in meaningful learning experiences (DBE, 2011). This is especially
important in the teaching of measurement, a topic that is deeply embedded in real-life
contexts. I willdemonstrate my understanding of the importance of shifting from
traditional to interactive and engaging methods in the teaching of measurement and
, also draw on my personal schooling experience, observations, and the expectations set
out in the CAPS curriculum to support my argument.
Traditional Teaching of Measurement: Limitations and Challenges
Traditional mathematics instruction often focuses on direct teaching, where the teacher
presents a formula or definition, followed by repetitive exercises. For example, in my
own schooling experience in Grade 5, we were taught to calculate the perimeter of
shapes by memorising formulas like Perimeter = 2 × (Length + Breadth). The teacher
would write examples on the board, we would copy them, and then complete a
worksheet of similar problems. While this approach sometimes results in short-term
success, it fails to develop deep conceptual understanding. Learners become
dependent on memorised procedures without understanding why they work or how they
apply to real-life situations.
In the context of measurement, such approaches can be especially problematic
because measurement concepts like length, area, volume, and time are abstract and
require concrete experience for full understanding (Van de Walle et al., 2016). Learners
must understand not only the mathematical operations involved but also the context and
units of measurement. When learners are only exposed to abstract formulas and
worksheets, they miss the opportunity to explore these concepts through hands-on
experiences.
A Learner-Centred, Engaging Approach to Teaching Measurement
In contrast to traditional methods, a learner-centred approach places learners at the
heart of the learning process. According to CAPS (DBE, 2011), mathematics teaching in
the Intermediate Phase should be practical, activity-based, and aimed at developing
problem-solving skills. For example, when teaching perimeter and area, a teacher might
