MTE1501
Assignment 3 2025
Detailed Solutions, References & Explanations
Unique number: 212545
Due Date: 15 July 2025
3.1 LU1: MATHEMATICS IN SOCIETY
The three main views that help us understand what mathematics is are the toolbox
(instrumentalist) view, the Platonist view, and the system view. Each one shapes how
we see mathematics and how it should be taught in schools.
The toolbox or instrumentalist view sees mathematics as a collection of tools, skills,
and rules that are useful for solving practical problems. In this view, mathematics is
mainly about learning facts, formulas, and procedures that can be used to do
calculations or fix real-life issues. Learners in this approach are taught to follow steps,
memorise facts, and focus on getting the right answers rather than understanding the
meaning behind them. Teaching is content-focused, and learners often play a passive
role, simply receiving information from the teacher (Beswick, 2005).
The Platonist view describes mathematics as a consistent and objective structure.
Here, mathematical objects and truths are seen as existing independently of people’s
Terms of use
thoughts almost as if they were “discovered” rather than invented. In the classroom, this
By making use of this document you agree to:
view sees the teacher as an explainer
Use this document as abut
of truths, guide for learning,
it also comparison
recognises thatand reference
learning is purpose,
an
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
3.1 LU1: MATHEMATICS IN SOCIETY
The three main views that help us understand what mathematics is are the toolbox
(instrumentalist) view, the Platonist view, and the system view. Each one shapes
how we see mathematics and how it should be taught in schools.
The toolbox or instrumentalist view sees mathematics as a collection of tools,
skills, and rules that are useful for solving practical problems. In this view,
mathematics is mainly about learning facts, formulas, and procedures that can be
used to do calculations or fix real-life issues. Learners in this approach are taught to
follow steps, memorise facts, and focus on getting the right answers rather than
understanding the meaning behind them. Teaching is content-focused, and learners
often play a passive role, simply receiving information from the teacher (Beswick,
2005).
The Platonist view describes mathematics as a consistent and objective structure.
Here, mathematical objects and truths are seen as existing independently of
people’s thoughts almost as if they were “discovered” rather than invented. In the
classroom, this view sees the teacher as an explainer of truths, but it also recognises
that learning is an active process where learners build their own understanding. The
focus is on understanding mathematical ideas, seeing the connections between
them, and knowing that mathematical truths don’t change, regardless of our opinions
(Plato, 1952).
The system view sees mathematics as an organised and logical system.
Mathematics, in this view, is about building and proving statements within a set of
logical rules or axioms. The system view values the importance of reasoning, proof,
and showing why things are true, rather than just accepting facts. This approach
helps learners understand the deeper structure of mathematics, see how different
ideas are connected, and develop strong problem-solving and critical thinking skills.
In summary, the toolbox view is about using maths as practical skills, the Platonist
view sees maths as discovering unchanging truths, and the system view values
maths as a logical, deductive system where reasoning and proof are important.
3.2 LU2: TEACHING AND LEARNING MATHEMATICS
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Detailed Solutions, References & Explanations
Unique number: 212545
Due Date: 15 July 2025
3.1 LU1: MATHEMATICS IN SOCIETY
The three main views that help us understand what mathematics is are the toolbox
(instrumentalist) view, the Platonist view, and the system view. Each one shapes how
we see mathematics and how it should be taught in schools.
The toolbox or instrumentalist view sees mathematics as a collection of tools, skills,
and rules that are useful for solving practical problems. In this view, mathematics is
mainly about learning facts, formulas, and procedures that can be used to do
calculations or fix real-life issues. Learners in this approach are taught to follow steps,
memorise facts, and focus on getting the right answers rather than understanding the
meaning behind them. Teaching is content-focused, and learners often play a passive
role, simply receiving information from the teacher (Beswick, 2005).
The Platonist view describes mathematics as a consistent and objective structure.
Here, mathematical objects and truths are seen as existing independently of people’s
Terms of use
thoughts almost as if they were “discovered” rather than invented. In the classroom, this
By making use of this document you agree to:
view sees the teacher as an explainer
Use this document as abut
of truths, guide for learning,
it also comparison
recognises thatand reference
learning is purpose,
an
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
3.1 LU1: MATHEMATICS IN SOCIETY
The three main views that help us understand what mathematics is are the toolbox
(instrumentalist) view, the Platonist view, and the system view. Each one shapes
how we see mathematics and how it should be taught in schools.
The toolbox or instrumentalist view sees mathematics as a collection of tools,
skills, and rules that are useful for solving practical problems. In this view,
mathematics is mainly about learning facts, formulas, and procedures that can be
used to do calculations or fix real-life issues. Learners in this approach are taught to
follow steps, memorise facts, and focus on getting the right answers rather than
understanding the meaning behind them. Teaching is content-focused, and learners
often play a passive role, simply receiving information from the teacher (Beswick,
2005).
The Platonist view describes mathematics as a consistent and objective structure.
Here, mathematical objects and truths are seen as existing independently of
people’s thoughts almost as if they were “discovered” rather than invented. In the
classroom, this view sees the teacher as an explainer of truths, but it also recognises
that learning is an active process where learners build their own understanding. The
focus is on understanding mathematical ideas, seeing the connections between
them, and knowing that mathematical truths don’t change, regardless of our opinions
(Plato, 1952).
The system view sees mathematics as an organised and logical system.
Mathematics, in this view, is about building and proving statements within a set of
logical rules or axioms. The system view values the importance of reasoning, proof,
and showing why things are true, rather than just accepting facts. This approach
helps learners understand the deeper structure of mathematics, see how different
ideas are connected, and develop strong problem-solving and critical thinking skills.
In summary, the toolbox view is about using maths as practical skills, the Platonist
view sees maths as discovering unchanging truths, and the system view values
maths as a logical, deductive system where reasoning and proof are important.
3.2 LU2: TEACHING AND LEARNING MATHEMATICS
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
