TMN3705
ASSIGNMENT 2
DUE DATE: 25 AUGUST 2024
, QUESTION 1
You are starting a unit on geometric sequences. After you have provided several examples,
you are faced with a learner’s question.
1.1 Behaviourist Approach Dialogue
Learner: What is GEOMETRIC about geometric sequences?
Teacher: What do you mean?
Learner: You called these sequences “geometric”, but these are just sequences of
numbers.
Teacher: I understand your question. Let's look at the definition. A geometric sequence is a
sequence of numbers where each term after the first is found by multiplying the previous
term by a fixed, non-zero number called the common ratio.
Learner: So, it's called geometric because of the multiplication?
Teacher: Exactly. For example, in the sequence 2, 6, 18, 54, each term is multiplied by 3 to
get the next term. This constant multiplication is what makes it a geometric sequence. Let's
practice identifying the common ratio in different sequences.
Learner: Okay, that makes sense.
Justification:
In the behaviourist approach, the focus is on observable behaviours and repetitive practice
to reinforce learning. The teacher provides a clear definition and example of a geometric
sequence, emphasizing the multiplication process. The learner is given practice problems
to reinforce the concept. This approach ensures that the learner can identify and work with
geometric sequences through repetition and reinforcement.
1.2 Constructivist Approach Dialogue
Learner: What is GEOMETRIC about geometric sequences?
Teacher: What do you mean?
Learner: You called these sequences “geometric”, but these are just sequences of
numbers.
Teacher: That's a great question! Let's explore it together. Have you noticed anything
special about the sequences we looked at?
Learner: Well, each number is bigger or smaller by a certain factor.
Teacher: Exactly. Let's take the sequence 2, 6, 18, 54. Can you see what happens
between each term?
Learner: Each term is multiplied by 3.
ASSIGNMENT 2
DUE DATE: 25 AUGUST 2024
, QUESTION 1
You are starting a unit on geometric sequences. After you have provided several examples,
you are faced with a learner’s question.
1.1 Behaviourist Approach Dialogue
Learner: What is GEOMETRIC about geometric sequences?
Teacher: What do you mean?
Learner: You called these sequences “geometric”, but these are just sequences of
numbers.
Teacher: I understand your question. Let's look at the definition. A geometric sequence is a
sequence of numbers where each term after the first is found by multiplying the previous
term by a fixed, non-zero number called the common ratio.
Learner: So, it's called geometric because of the multiplication?
Teacher: Exactly. For example, in the sequence 2, 6, 18, 54, each term is multiplied by 3 to
get the next term. This constant multiplication is what makes it a geometric sequence. Let's
practice identifying the common ratio in different sequences.
Learner: Okay, that makes sense.
Justification:
In the behaviourist approach, the focus is on observable behaviours and repetitive practice
to reinforce learning. The teacher provides a clear definition and example of a geometric
sequence, emphasizing the multiplication process. The learner is given practice problems
to reinforce the concept. This approach ensures that the learner can identify and work with
geometric sequences through repetition and reinforcement.
1.2 Constructivist Approach Dialogue
Learner: What is GEOMETRIC about geometric sequences?
Teacher: What do you mean?
Learner: You called these sequences “geometric”, but these are just sequences of
numbers.
Teacher: That's a great question! Let's explore it together. Have you noticed anything
special about the sequences we looked at?
Learner: Well, each number is bigger or smaller by a certain factor.
Teacher: Exactly. Let's take the sequence 2, 6, 18, 54. Can you see what happens
between each term?
Learner: Each term is multiplied by 3.
