FLT3707
LANGUAGE
NOTES, QUESTIONS AND ANSWERS
FOR FURTHER CLARIFICATION PLEASE
EMAIL
, lOMoARcPSD|48946436
Elzamin Booyse
Student no: 62863959
Module code: FMT3701
Assignment no: 02
Unique no: 385978
Question 1
1.1 Cognitive Constructivist Theory Jean Piaget
Piaget maintained that a child’s learning is a continuous process of constructing knowledge. He
believed that children acquire information by interacting with objects, ideas and other people.
According to Piaget, children construct knowledge through two processes of adaptation,
namely, assimilation and accommodation. Assimilation happen when children add new
information to their existing thought structures in other words, the new information or
experience fits in with what they already know. Accommodation takes place when children
make changes to their existing thought structures so that new information from the
environment can fit in better.
The Social Constructivist Theory of Vygotsky
Vygotsky focused on the importance of language in learning. According to him, children make
sense of their world through shared experiences and learning occurs in the zone of proximal
development. The ZPD encompasses the difference between what a child knows and what a
child cab learn with the assistance of more knowledgeable other. In this social interaction, the
child learns significantly more and learns deeper concept than she/he would on her/him own.
Scaffolding is a process through which a teacher adds support for learners in order for them to
learn and master tasks. The builds on the learners’ experiences and knowledge as they are
learning new skills.
The Social Constructivist Theory of Bruner
Jerome Bruner (1915-2016) believed that children learn by actively engaging with their
environments but they require guided assistance, called scaffolding, to enable them to learn
optimally. According to Bruner (1978), learning is an active process in which learners construct
new ideas or concepts based upon their current and/or past knowledge. A learner selects and
transforms information, constructs concepts and makes decisions, relying on a cognitive
structure to do so.
Symbolic knowledge refers to the ability to use abstract symbols. The goal in mathematics is to
reach the highest level of symbolic knowledge. This means that the child will start off by
counting 2 real apples (enactive), then be able to count 2 pictures of apples (iconic), and then
eventually use number symbols to represent 1 + 1 =2.
1.2.1 I don’t agree with Ms. Dlamini’s approach. Although children of the same age may be in the
same classroom, their learning ability will most likely differ widely. Some pupils, for example, are
visual learners, while others are auditory learners. Some learners may great reading abilities,
while others may be unable to read at all. Differentiating learning skills in a classroom takes time
and generally necessitates additional preparation. Teachers, on the other hand, can build
curricula and setting tailored to their pupils after they have a basic understanding of the learning
level in their classrooms.
, lOMoARcPSD|48946436
Elzamin Booyse
Student no: 62863959
Module code: FMT3701
Assignment no: 02
Unique no: 385978
1.2.2 Her idea that the same mathematics program could be effective for all learners each year
was bolstered by the employment of tried and true tactics. The youngsters, she believed, learned
through collaborative learning, megacognition, and self-regulation. Explicit and systematic education
were among the intervention. When teaching content that learners couldn’t discover on their own
or when discovery was erroneous, inadequate, incomplete, or inefficient, explicit instruction was
required.
Question 2
2.1 83 + 48
= 80 + 40 + 3 + 8
= 80 + 40 + 10 + 1
= 100 + 30 + 1
= 130 + 1
= 131
2.2 83 – 39
= 80 - 30 and 3 – 9
= (50) and 3 – 9
= 50 - 10 and (3 + 10) – 9
= 40 and (13 – 9)
= 40 and 4
= 44
2.3 34 x 5
= 10 and 10 and 10 and 4 (x5)
=10 x 5 and 10 x 5 and 10 x 5 and 4 x 5
= 50 and 50 and 50 and 20
= 150 and 20
= 170
Question 3
3.1 Verbal counting means reciting the counting sequence from memory. Young children learn the
number names by copying adults and older learners. Typically (depending on the environment
they grow up in), children as young as two or three begin to try and count using verbal names,
and important development in counting continues during the pre-school years, so that they
usually enter Grade 1 with the ability to count up to a certain number.
Examples: from 1-10: do jumping jacks, from 11-20: do twists.
LANGUAGE
NOTES, QUESTIONS AND ANSWERS
FOR FURTHER CLARIFICATION PLEASE
, lOMoARcPSD|48946436
Elzamin Booyse
Student no: 62863959
Module code: FMT3701
Assignment no: 02
Unique no: 385978
Question 1
1.1 Cognitive Constructivist Theory Jean Piaget
Piaget maintained that a child’s learning is a continuous process of constructing knowledge. He
believed that children acquire information by interacting with objects, ideas and other people.
According to Piaget, children construct knowledge through two processes of adaptation,
namely, assimilation and accommodation. Assimilation happen when children add new
information to their existing thought structures in other words, the new information or
experience fits in with what they already know. Accommodation takes place when children
make changes to their existing thought structures so that new information from the
environment can fit in better.
The Social Constructivist Theory of Vygotsky
Vygotsky focused on the importance of language in learning. According to him, children make
sense of their world through shared experiences and learning occurs in the zone of proximal
development. The ZPD encompasses the difference between what a child knows and what a
child cab learn with the assistance of more knowledgeable other. In this social interaction, the
child learns significantly more and learns deeper concept than she/he would on her/him own.
Scaffolding is a process through which a teacher adds support for learners in order for them to
learn and master tasks. The builds on the learners’ experiences and knowledge as they are
learning new skills.
The Social Constructivist Theory of Bruner
Jerome Bruner (1915-2016) believed that children learn by actively engaging with their
environments but they require guided assistance, called scaffolding, to enable them to learn
optimally. According to Bruner (1978), learning is an active process in which learners construct
new ideas or concepts based upon their current and/or past knowledge. A learner selects and
transforms information, constructs concepts and makes decisions, relying on a cognitive
structure to do so.
Symbolic knowledge refers to the ability to use abstract symbols. The goal in mathematics is to
reach the highest level of symbolic knowledge. This means that the child will start off by
counting 2 real apples (enactive), then be able to count 2 pictures of apples (iconic), and then
eventually use number symbols to represent 1 + 1 =2.
1.2.1 I don’t agree with Ms. Dlamini’s approach. Although children of the same age may be in the
same classroom, their learning ability will most likely differ widely. Some pupils, for example, are
visual learners, while others are auditory learners. Some learners may great reading abilities,
while others may be unable to read at all. Differentiating learning skills in a classroom takes time
and generally necessitates additional preparation. Teachers, on the other hand, can build
curricula and setting tailored to their pupils after they have a basic understanding of the learning
level in their classrooms.
, lOMoARcPSD|48946436
Elzamin Booyse
Student no: 62863959
Module code: FMT3701
Assignment no: 02
Unique no: 385978
1.2.2 Her idea that the same mathematics program could be effective for all learners each year
was bolstered by the employment of tried and true tactics. The youngsters, she believed, learned
through collaborative learning, megacognition, and self-regulation. Explicit and systematic education
were among the intervention. When teaching content that learners couldn’t discover on their own
or when discovery was erroneous, inadequate, incomplete, or inefficient, explicit instruction was
required.
Question 2
2.1 83 + 48
= 80 + 40 + 3 + 8
= 80 + 40 + 10 + 1
= 100 + 30 + 1
= 130 + 1
= 131
2.2 83 – 39
= 80 - 30 and 3 – 9
= (50) and 3 – 9
= 50 - 10 and (3 + 10) – 9
= 40 and (13 – 9)
= 40 and 4
= 44
2.3 34 x 5
= 10 and 10 and 10 and 4 (x5)
=10 x 5 and 10 x 5 and 10 x 5 and 4 x 5
= 50 and 50 and 50 and 20
= 150 and 20
= 170
Question 3
3.1 Verbal counting means reciting the counting sequence from memory. Young children learn the
number names by copying adults and older learners. Typically (depending on the environment
they grow up in), children as young as two or three begin to try and count using verbal names,
and important development in counting continues during the pre-school years, so that they
usually enter Grade 1 with the ability to count up to a certain number.
Examples: from 1-10: do jumping jacks, from 11-20: do twists.
