EMA1501
ASSIGNMENT 3 2025
DUE 31 JULY 2025
,QUESTION 2: USING INDIGENOUS GAMES TO TEACH EMERGENT
MATHEMATICS CONCEPTS
2.1 Morabaraba
Mathematics Concept: Understanding spatial relationships and positional words (e.g.,
in, on, between, next to)
Learning Outcome: Learners will be able to use and understand spatial vocabulary to
describe the location of objects in relation to each other.
Activity Description:
To begin, the teacher introduces learners to a simplified version of the traditional
Morabaraba board, drawn either on cardboard or directly on the floor. The teacher
explains the basic concept of the game, focusing on the placement of counters rather
than competitive gameplay.
Materials Needed:
A simplified Morabaraba board suitable for young children
Colour-coded bottle tops or counters
Activity Instructions:
Instead of playing the game traditionally, learners will be guided through a teacher-led
activity. The teacher gives simple positional instructions, such as:
"Place your counter next to the red one."
"Can you put your counter in the centre square?"
Learners follow these instructions and then explain where they placed their counters
using positional words.
Educational Purpose:
This activity helps young learners develop spatial reasoning and positional language,
which are essential for early geometry and problem-solving skills. Engaging in such
culturally relevant games also makes learning more meaningful and enjoyable
(Clements & Sarama, 2009).
, 2.2 Malepa (String Game)
Concept to be taught: Pattern recognition and reproduction
Outcome: Learners will be able to recognize and copy simple visual and tactile patterns
using string.
Activity Description:
Materials:
o Strings (30–40 cm each, one per learner)
o Visual pattern cards (with simple AB, AAB, ABB string configurations)
Instructions:
o Show learners how to create basic finger string patterns (or use printed
cards to show patterns if the traditional movements are too complex).
o Learners observe, then attempt to replicate the pattern with their own
strings or fingers.
o Extend by encouraging them to create their own patterns and share with
peers.
Pedagogical Justification:
Pattern recognition is a core emergent mathematics skill, helping learners to develop
predictive thinking and sequencing abilities (National Association for the Education
of Young Children [NAEYC], 2022).
2.3 Diketo
Concept to be taught: One-to-one correspondence and counting
Outcome: Learners will accurately count and match stones while playing a simplified
version of Diketo.
ASSIGNMENT 3 2025
DUE 31 JULY 2025
,QUESTION 2: USING INDIGENOUS GAMES TO TEACH EMERGENT
MATHEMATICS CONCEPTS
2.1 Morabaraba
Mathematics Concept: Understanding spatial relationships and positional words (e.g.,
in, on, between, next to)
Learning Outcome: Learners will be able to use and understand spatial vocabulary to
describe the location of objects in relation to each other.
Activity Description:
To begin, the teacher introduces learners to a simplified version of the traditional
Morabaraba board, drawn either on cardboard or directly on the floor. The teacher
explains the basic concept of the game, focusing on the placement of counters rather
than competitive gameplay.
Materials Needed:
A simplified Morabaraba board suitable for young children
Colour-coded bottle tops or counters
Activity Instructions:
Instead of playing the game traditionally, learners will be guided through a teacher-led
activity. The teacher gives simple positional instructions, such as:
"Place your counter next to the red one."
"Can you put your counter in the centre square?"
Learners follow these instructions and then explain where they placed their counters
using positional words.
Educational Purpose:
This activity helps young learners develop spatial reasoning and positional language,
which are essential for early geometry and problem-solving skills. Engaging in such
culturally relevant games also makes learning more meaningful and enjoyable
(Clements & Sarama, 2009).
, 2.2 Malepa (String Game)
Concept to be taught: Pattern recognition and reproduction
Outcome: Learners will be able to recognize and copy simple visual and tactile patterns
using string.
Activity Description:
Materials:
o Strings (30–40 cm each, one per learner)
o Visual pattern cards (with simple AB, AAB, ABB string configurations)
Instructions:
o Show learners how to create basic finger string patterns (or use printed
cards to show patterns if the traditional movements are too complex).
o Learners observe, then attempt to replicate the pattern with their own
strings or fingers.
o Extend by encouraging them to create their own patterns and share with
peers.
Pedagogical Justification:
Pattern recognition is a core emergent mathematics skill, helping learners to develop
predictive thinking and sequencing abilities (National Association for the Education
of Young Children [NAEYC], 2022).
2.3 Diketo
Concept to be taught: One-to-one correspondence and counting
Outcome: Learners will accurately count and match stones while playing a simplified
version of Diketo.
