ASSESSMENT 02
UNIQUE NUMBER – 566940
Closing date: 19 June 2023
1. Constructivism posits that learners construct knowledge based on their experiences,
beliefs, and prior knowledge. Therefore, learning should be an active, self-directed, and
collaborative process in which learners engage in inquiry, problem-solving, and
reflection. The role of the teacher is to facilitate this process by creating a learning
environment and activities that support learners' construction of knowledge rather than
imposing knowledge upon them. This essay critically responds to the statement by
examining how a constructivist approach can be used to teach numbers, patterns, and
relationships in the Intermediate Phase of schooling.
In a constructivist approach, learners are seen as active agents in the learning process
who construct their own understanding of mathematical concepts. The teacher's role is
to create a learning environment that encourages learners to explore, question, and
challenge their assumptions and beliefs about how numbers, patterns, and relationships
work. For example, a teacher who is teaching addition and subtraction can create
activities that ask students to use real-life experiences, such as sharing sweets with
friends, to help them understand the concept of addition and subtraction. By using their
own experiences, learners are able to construct meaning and develop a deeper
understanding of the mathematical concept they are learning.
Similarly, a teacher could create an activity that involves learners creating their own
patterns using shapes or colors. Rather than simply showing students a pattern and
asking them to replicate it, the teacher can encourage learners to explore different ways
of creating patterns and to explain why they chose a particular pattern. This type of
activity encourages learners to think creatively and critically about patterns and to
develop their own understanding of how they work.
, Moreover, a teacher can use technology to facilitate learners' construction of knowledge.
For example, a teacher could use interactive whiteboards or tablet devices to enable
learners to manipulate and visualize mathematical concepts such as angles, fractions,
and graphs. This type of technology allows learners to explore and experiment with
mathematical concepts in an interactive and engaging way.
In my personal experience as a learner, I remember a teacher who used a constructivist
approach to teach geometry in Grade 6. Rather than simply explaining the properties of
different shapes, the teacher encouraged us to explore the properties of different
shapes using manipulatives such as blocks, straws, and clay. Through this hands-on
experience, we were able to construct our own understanding of the properties of
different shapes and apply this knowledge to solve problems.
However, it is important to note that a constructivist approach may not be appropriate
for all learners. Some learners may prefer a more structured and direct approach to
learning, and may feel overwhelmed by the open-ended and inquiry-based nature of
constructivist learning activities. Therefore, it is important for teachers to provide a
variety of learning activities that cater to different learning styles and preferences.
In conclusion, a constructivist approach to teaching numbers, patterns, and
relationships in the Intermediate Phase can be effective in promoting learners'
construction of knowledge. By creating a learning environment and activities that
encourage learners to explore, question, and challenge their assumptions about
mathematical concepts, teachers can support learners in developing a deeper
understanding of these concepts. However, it is important to provide a variety of
learning activities that cater to different learning styles and preferences, as not all
learners may be comfortable with the open-ended and inquiry-based nature of
constructivist learning activities.
2.
UNIQUE NUMBER – 566940
Closing date: 19 June 2023
1. Constructivism posits that learners construct knowledge based on their experiences,
beliefs, and prior knowledge. Therefore, learning should be an active, self-directed, and
collaborative process in which learners engage in inquiry, problem-solving, and
reflection. The role of the teacher is to facilitate this process by creating a learning
environment and activities that support learners' construction of knowledge rather than
imposing knowledge upon them. This essay critically responds to the statement by
examining how a constructivist approach can be used to teach numbers, patterns, and
relationships in the Intermediate Phase of schooling.
In a constructivist approach, learners are seen as active agents in the learning process
who construct their own understanding of mathematical concepts. The teacher's role is
to create a learning environment that encourages learners to explore, question, and
challenge their assumptions and beliefs about how numbers, patterns, and relationships
work. For example, a teacher who is teaching addition and subtraction can create
activities that ask students to use real-life experiences, such as sharing sweets with
friends, to help them understand the concept of addition and subtraction. By using their
own experiences, learners are able to construct meaning and develop a deeper
understanding of the mathematical concept they are learning.
Similarly, a teacher could create an activity that involves learners creating their own
patterns using shapes or colors. Rather than simply showing students a pattern and
asking them to replicate it, the teacher can encourage learners to explore different ways
of creating patterns and to explain why they chose a particular pattern. This type of
activity encourages learners to think creatively and critically about patterns and to
develop their own understanding of how they work.
, Moreover, a teacher can use technology to facilitate learners' construction of knowledge.
For example, a teacher could use interactive whiteboards or tablet devices to enable
learners to manipulate and visualize mathematical concepts such as angles, fractions,
and graphs. This type of technology allows learners to explore and experiment with
mathematical concepts in an interactive and engaging way.
In my personal experience as a learner, I remember a teacher who used a constructivist
approach to teach geometry in Grade 6. Rather than simply explaining the properties of
different shapes, the teacher encouraged us to explore the properties of different
shapes using manipulatives such as blocks, straws, and clay. Through this hands-on
experience, we were able to construct our own understanding of the properties of
different shapes and apply this knowledge to solve problems.
However, it is important to note that a constructivist approach may not be appropriate
for all learners. Some learners may prefer a more structured and direct approach to
learning, and may feel overwhelmed by the open-ended and inquiry-based nature of
constructivist learning activities. Therefore, it is important for teachers to provide a
variety of learning activities that cater to different learning styles and preferences.
In conclusion, a constructivist approach to teaching numbers, patterns, and
relationships in the Intermediate Phase can be effective in promoting learners'
construction of knowledge. By creating a learning environment and activities that
encourage learners to explore, question, and challenge their assumptions about
mathematical concepts, teachers can support learners in developing a deeper
understanding of these concepts. However, it is important to provide a variety of
learning activities that cater to different learning styles and preferences, as not all
learners may be comfortable with the open-ended and inquiry-based nature of
constructivist learning activities.
2.
