, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
Question 1
1.1. Emergent mathematics is the term we use to describe how children construct mathematical
concepts and acquire mathematical skills from birth. With the above statement in mind,
differentiate between mathematical concepts and mathematical skills, and provide an example
for each. Please do not use the examples from the guide, come up with your own.
Emergent mathematics refers to how young children begin to develop mathematical understanding
and abilities from birth, often through interaction with their environment. Within this process, it is
important to distinguish between mathematical concepts and mathematical skills. (EMA1501, Study
Guide. 2018:2)
A mathematical concept is the understanding of an idea or attribute in mathematics. It is about
grasping what something means rather than doing something with that understanding. For example,
when a child learns that a "triangle" is a shape with three sides, they are developing a mathematical
concept. They recognise and understand what makes a shape a triangle, even if they cannot yet draw
one accurately or name all its properties. (EMA1501, Study Guide. 2018:125)
A mathematical skill, in contrast, is the ability to apply mathematical knowledge in a practical way.
It involves using what one understands to carry out a task correctly. For instance, after understanding
what a triangle is, a child might develop the skill of identifying triangles in a group of different
shapes. This shows they can apply their conceptual knowledge to distinguish triangles from squares,
circles, or rectangles. (EMA1501, Study Guide. 2018:129)
1.2. DEFINE the following terms and GIVE TWO EXAMPLES for each.
1.2.1. Number sense
Number sense refers to a child’s ability to understand numbers and how they relate to one another. It
includes recognising quantities, comparing values, and using numbers meaningfully in everyday
situations. For example, a child who knows they are five years old shows number sense by
connecting a number to a real-life context. Another example is a child recognising that four is more
than two, showing an understanding of numerical relationships. (EMA1501, Study Guide. 2018:26)
1.2.2. Patterns
Patterns involve repeated sequences that follow a specific order or rule. They help children make
predictions and recognise order in the world around them. One example of pattern recognition is
when a child participates in a song with repeated movements, such as “head, shoulders, knees and
toes,” where the sequence follows a predictable pattern. Another example is when a child uses
crayons to create a repeated colour sequence, like pink–orange–pink–orange. (EMA1501, Study
Guide. 2018:50)
Question 1
1.1. Emergent mathematics is the term we use to describe how children construct mathematical
concepts and acquire mathematical skills from birth. With the above statement in mind,
differentiate between mathematical concepts and mathematical skills, and provide an example
for each. Please do not use the examples from the guide, come up with your own.
Emergent mathematics refers to how young children begin to develop mathematical understanding
and abilities from birth, often through interaction with their environment. Within this process, it is
important to distinguish between mathematical concepts and mathematical skills. (EMA1501, Study
Guide. 2018:2)
A mathematical concept is the understanding of an idea or attribute in mathematics. It is about
grasping what something means rather than doing something with that understanding. For example,
when a child learns that a "triangle" is a shape with three sides, they are developing a mathematical
concept. They recognise and understand what makes a shape a triangle, even if they cannot yet draw
one accurately or name all its properties. (EMA1501, Study Guide. 2018:125)
A mathematical skill, in contrast, is the ability to apply mathematical knowledge in a practical way.
It involves using what one understands to carry out a task correctly. For instance, after understanding
what a triangle is, a child might develop the skill of identifying triangles in a group of different
shapes. This shows they can apply their conceptual knowledge to distinguish triangles from squares,
circles, or rectangles. (EMA1501, Study Guide. 2018:129)
1.2. DEFINE the following terms and GIVE TWO EXAMPLES for each.
1.2.1. Number sense
Number sense refers to a child’s ability to understand numbers and how they relate to one another. It
includes recognising quantities, comparing values, and using numbers meaningfully in everyday
situations. For example, a child who knows they are five years old shows number sense by
connecting a number to a real-life context. Another example is a child recognising that four is more
than two, showing an understanding of numerical relationships. (EMA1501, Study Guide. 2018:26)
1.2.2. Patterns
Patterns involve repeated sequences that follow a specific order or rule. They help children make
predictions and recognise order in the world around them. One example of pattern recognition is
when a child participates in a song with repeated movements, such as “head, shoulders, knees and
toes,” where the sequence follows a predictable pattern. Another example is when a child uses
crayons to create a repeated colour sequence, like pink–orange–pink–orange. (EMA1501, Study
Guide. 2018:50)
