MTE1501
ASSIGNMENT 3 (ANSWERS) YEAR MODULE
DUE DATE: 15 JULY 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than July 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTION 1
3.1 LU1: MATHEMATICS IN SOCIETY
Differences between the three views used to outline the mathematics consideration (10 marks)
In the study guide section 1.3.1, three main views define mathematics and how it is considered in
society. These views differ mainly in how mathematics is perceived and its role or purpose.
1. Mathematics as a Body of Knowledge
This view sees mathematics as a fixed, formal body of knowledge made up of definitions,
theorems, formulas, and established truths. It emphasizes the logical structure and abstract
nature of math, focusing on internal consistency and proof. Here, mathematics is seen as a
discipline with clear-cut rules and rigor.
Example: Arithmetic, algebraic rules, and geometry theorems are part of this body.
2. Mathematics as a Language
This view focuses on mathematics as a symbolic language used to describe and communicate
relationships, patterns, and quantitative ideas. Mathematics serves as a universal code for
, expressing scientific ideas and real-world phenomena. It highlights representation and
communication, rather than pure content.
Example: Using algebraic expressions to model real-life problems or graphs to represent
data.
3. Mathematics as a Human Activity
Here, mathematics is seen as an activity involving problem-solving, reasoning, thinking, and
discovery. This view highlights the dynamic, creative, and social aspects of mathematics as
people explore patterns, make conjectures, and develop understanding. It recognizes
mathematics as a living, evolving discipline influenced by culture and context.
Example: Students working collaboratively to solve open-ended problems or invent new
strategies.
Summary of differences:
• The first view is static and focuses on mathematics as a set of truths.
• The second emphasizes communication and representation via symbolic language.
• The third stresses process, human thinking, and social context.
Together, they form a holistic understanding of mathematics in society: as content, communication,
and activity.
, 3.2 LU2: TEACHING AND LEARNING MATHEMATICS
3.2.1 Mathematics as a science based on order and pattern:
Choose a topic showing connections across three or more content areas (10 marks)
Topic: Fractions and Ratios
Fractions and ratios connect across several content areas in mathematics, such as number concepts,
operations, measurement, patterns, and data handling.
• Number concepts: Fractions represent parts of a whole, showing division of quantities.
Ratios compare quantities and express relative sizes.
• Operations: Adding, subtracting, multiplying, and dividing fractions require operational
understanding and skills.
• Patterns: Ratios appear in repeating patterns, such as sequences or scaling patterns in
geometry.
• Measurement: Fractions and ratios are used in measuring lengths, areas, volumes, and in
converting units.
• Data handling: Ratios appear in interpreting graphs, percentages, and proportions in
statistics.
How they connect:
Teaching fractions naturally leads to understanding ratios, which then connects to proportional
reasoning in measurement and real-life applications. Recognizing patterns in ratios builds algebraic
thinking and problem solving. This topic weaves knowledge and understanding across multiple
content areas, reinforcing students’ integrated mathematical thinking.
ASSIGNMENT 3 (ANSWERS) YEAR MODULE
DUE DATE: 15 JULY 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than July 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTION 1
3.1 LU1: MATHEMATICS IN SOCIETY
Differences between the three views used to outline the mathematics consideration (10 marks)
In the study guide section 1.3.1, three main views define mathematics and how it is considered in
society. These views differ mainly in how mathematics is perceived and its role or purpose.
1. Mathematics as a Body of Knowledge
This view sees mathematics as a fixed, formal body of knowledge made up of definitions,
theorems, formulas, and established truths. It emphasizes the logical structure and abstract
nature of math, focusing on internal consistency and proof. Here, mathematics is seen as a
discipline with clear-cut rules and rigor.
Example: Arithmetic, algebraic rules, and geometry theorems are part of this body.
2. Mathematics as a Language
This view focuses on mathematics as a symbolic language used to describe and communicate
relationships, patterns, and quantitative ideas. Mathematics serves as a universal code for
, expressing scientific ideas and real-world phenomena. It highlights representation and
communication, rather than pure content.
Example: Using algebraic expressions to model real-life problems or graphs to represent
data.
3. Mathematics as a Human Activity
Here, mathematics is seen as an activity involving problem-solving, reasoning, thinking, and
discovery. This view highlights the dynamic, creative, and social aspects of mathematics as
people explore patterns, make conjectures, and develop understanding. It recognizes
mathematics as a living, evolving discipline influenced by culture and context.
Example: Students working collaboratively to solve open-ended problems or invent new
strategies.
Summary of differences:
• The first view is static and focuses on mathematics as a set of truths.
• The second emphasizes communication and representation via symbolic language.
• The third stresses process, human thinking, and social context.
Together, they form a holistic understanding of mathematics in society: as content, communication,
and activity.
, 3.2 LU2: TEACHING AND LEARNING MATHEMATICS
3.2.1 Mathematics as a science based on order and pattern:
Choose a topic showing connections across three or more content areas (10 marks)
Topic: Fractions and Ratios
Fractions and ratios connect across several content areas in mathematics, such as number concepts,
operations, measurement, patterns, and data handling.
• Number concepts: Fractions represent parts of a whole, showing division of quantities.
Ratios compare quantities and express relative sizes.
• Operations: Adding, subtracting, multiplying, and dividing fractions require operational
understanding and skills.
• Patterns: Ratios appear in repeating patterns, such as sequences or scaling patterns in
geometry.
• Measurement: Fractions and ratios are used in measuring lengths, areas, volumes, and in
converting units.
• Data handling: Ratios appear in interpreting graphs, percentages, and proportions in
statistics.
How they connect:
Teaching fractions naturally leads to understanding ratios, which then connects to proportional
reasoning in measurement and real-life applications. Recognizing patterns in ratios builds algebraic
thinking and problem solving. This topic weaves knowledge and understanding across multiple
content areas, reinforcing students’ integrated mathematical thinking.
