OPM1501
ASSIGNMENT 2 2026
UNIQUE NO. 116421
DUE DATE: 5 JUNE 20256
, Orientation to Intermediate Phase Mathematics - OPM1501
QUESTION 1
1.1 Essay: Teaching Measurement through Constructivist Approaches
Introduction
In OPM1501, emphasis is placed on the importance of moving away from traditional
teaching methods towards approaches that promote learner engagement and
meaningful learning. Traditional mathematics teaching methods are mainly based on
behaviourism, where the teacher explains procedures while learners memorise rules
and formulas. In contrast, constructivism encourages learners to actively participate in
the learning process by constructing knowledge through exploration, discussion,
problem-solving and practical activities. In the Intermediate Phase, particularly in the
teaching of measurement, constructivist approaches help learners develop conceptual
understanding instead of simply memorising formulas and procedures.
Constructivism versus Behaviourism
Behaviourism views learning as a change in behaviour caused by external stimuli. In
mathematics classrooms, this approach usually involves teachers demonstrating steps
while learners repeat procedures through drills and practice exercises. Learners are
often rewarded for correct answers and corrected for mistakes. Although behaviourism
may help learners memorise certain facts, it does not always develop deep
understanding.
For example, when I was in primary school, measurement lessons mainly involved
copying formulas from the chalkboard and completing exercises from textbooks. We
memorised that 100 centimetres equal 1 metre, but many learners struggled to apply
this knowledge in practical situations. We rarely used real measuring tools or
participated in hands-on activities.
ASSIGNMENT 2 2026
UNIQUE NO. 116421
DUE DATE: 5 JUNE 20256
, Orientation to Intermediate Phase Mathematics - OPM1501
QUESTION 1
1.1 Essay: Teaching Measurement through Constructivist Approaches
Introduction
In OPM1501, emphasis is placed on the importance of moving away from traditional
teaching methods towards approaches that promote learner engagement and
meaningful learning. Traditional mathematics teaching methods are mainly based on
behaviourism, where the teacher explains procedures while learners memorise rules
and formulas. In contrast, constructivism encourages learners to actively participate in
the learning process by constructing knowledge through exploration, discussion,
problem-solving and practical activities. In the Intermediate Phase, particularly in the
teaching of measurement, constructivist approaches help learners develop conceptual
understanding instead of simply memorising formulas and procedures.
Constructivism versus Behaviourism
Behaviourism views learning as a change in behaviour caused by external stimuli. In
mathematics classrooms, this approach usually involves teachers demonstrating steps
while learners repeat procedures through drills and practice exercises. Learners are
often rewarded for correct answers and corrected for mistakes. Although behaviourism
may help learners memorise certain facts, it does not always develop deep
understanding.
For example, when I was in primary school, measurement lessons mainly involved
copying formulas from the chalkboard and completing exercises from textbooks. We
memorised that 100 centimetres equal 1 metre, but many learners struggled to apply
this knowledge in practical situations. We rarely used real measuring tools or
participated in hands-on activities.
