FMT3701
EXAM
ANSWERS
OCTOBER 2024
, QUESTION 1
1.1 B. Skip counting
1.2 A. The cultural relevance of mathematical concepts
1.3 B. Exploration of multiple solutions
1.4 B. Teacher-directed instruction
1.5 A. Drawing and identifying shapes
QUESTION 2
2.1
a) One-to-One Correspondence: This involves counting objects one by one, assigning one number per
object. This strategy helps children understand that numbers correspond to specific quantities.
b) Skip Counting: By counting in increments (such as 2s, 5s, or 10s), children can grasp number patterns
and begin to understand multiplication concepts early on.
2.2
a. Cultural Relevance: Ethno mathematics makes math concepts more relatable by connecting them to
students' own cultural practices, thus enhancing engagement and comprehension.
b. Inclusive Learning Environment: It acknowledges diverse cultural knowledge, fostering an inclusive
learning environment and increasing respect for cultural diversity.
2.3
a) Introduce the Problem: Present a relatable problem to the learners to stimulate interest.
b) Encourage Exploration: Allow learners to explore possible solutions, either individually or in groups.
c) Guide Discussion: Facilitate a discussion where learners share their solution ideas, encouraging
collaboration.
d) Demonstrate Different Approaches: Illustrate a few different methods to solve the problem, showing
there can be multiple correct answers.
e) Hands-On Practice: Provide similar problems for hands-on practice.
f) Reflection and Feedback: Discuss what they learned from the activity and give constructive feedback.
2.4
a. Teacher-Centred Approach: The teacher leads the lesson, with a focus on direct instruction and less
student interaction. It provides a structured learning experience but may limit creativity and active
participation.
Teacher-centred and learner-centred approaches represent two distinct styles of teaching mathematics in
the Foundation Phase, each with unique strengths and potential limitations. In a teacher-centred approach,
the teacher plays a primary role, directing instruction, explaining concepts, and demonstrating problem-
EXAM
ANSWERS
OCTOBER 2024
, QUESTION 1
1.1 B. Skip counting
1.2 A. The cultural relevance of mathematical concepts
1.3 B. Exploration of multiple solutions
1.4 B. Teacher-directed instruction
1.5 A. Drawing and identifying shapes
QUESTION 2
2.1
a) One-to-One Correspondence: This involves counting objects one by one, assigning one number per
object. This strategy helps children understand that numbers correspond to specific quantities.
b) Skip Counting: By counting in increments (such as 2s, 5s, or 10s), children can grasp number patterns
and begin to understand multiplication concepts early on.
2.2
a. Cultural Relevance: Ethno mathematics makes math concepts more relatable by connecting them to
students' own cultural practices, thus enhancing engagement and comprehension.
b. Inclusive Learning Environment: It acknowledges diverse cultural knowledge, fostering an inclusive
learning environment and increasing respect for cultural diversity.
2.3
a) Introduce the Problem: Present a relatable problem to the learners to stimulate interest.
b) Encourage Exploration: Allow learners to explore possible solutions, either individually or in groups.
c) Guide Discussion: Facilitate a discussion where learners share their solution ideas, encouraging
collaboration.
d) Demonstrate Different Approaches: Illustrate a few different methods to solve the problem, showing
there can be multiple correct answers.
e) Hands-On Practice: Provide similar problems for hands-on practice.
f) Reflection and Feedback: Discuss what they learned from the activity and give constructive feedback.
2.4
a. Teacher-Centred Approach: The teacher leads the lesson, with a focus on direct instruction and less
student interaction. It provides a structured learning experience but may limit creativity and active
participation.
Teacher-centred and learner-centred approaches represent two distinct styles of teaching mathematics in
the Foundation Phase, each with unique strengths and potential limitations. In a teacher-centred approach,
the teacher plays a primary role, directing instruction, explaining concepts, and demonstrating problem-
