OPM1501
Assignment 2 2026
Due date: 5 June 2026
QUESTION 1
1.1
Moving away from traditional Mathematics teaching when teaching measurement in the
Intermediate Phase
Introduction
Mathematics teaching in the Intermediate Phase should not only train learners to remember rules and
repeat teacher examples. It should help learners understand why mathematical ideas work and how
those ideas are used in real life. In OPM1501, traditional teaching is shown as a method where the
teacher tells learners what to do, learners copy the method, and the answer becomes more important
than the thinking process (OPM1501 study guide 2020:2). This essay focuses on Grade 5
measurement, especially length, area, mass and capacity, to show why teachers should use
engaging and meaningful approaches instead of relying mainly on rote learning.
, QUESTION 1
1.1
Moving away from traditional Mathematics teaching when teaching
measurement in the Intermediate Phase
Introduction
Mathematics teaching in the Intermediate Phase should not only train learners to
remember rules and repeat teacher examples. It should help learners understand
why mathematical ideas work and how those ideas are used in real life. In
OPM1501, traditional teaching is shown as a method where the teacher tells
learners what to do, learners copy the method, and the answer becomes more
important than the thinking process (OPM1501 study guide 2020:2). This essay
focuses on Grade 5 measurement, especially length, area, mass and capacity, to
show why teachers should use engaging and meaningful approaches instead of
relying mainly on rote learning.
Constructivism compared with behaviourism
Constructivism means that learners build knowledge by connecting new ideas to
what they already know. In this view, children are not empty containers waiting for
the teacher to pour knowledge into them. They have existing ideas from home, play,
shopping, cooking, travelling and school, and these ideas can help them make sense
of new mathematical content (OPM1501 study guide 2020:4). For example, before
teaching capacity, many learners already know that a two litre bottle holds more
cooldrink than a small cup, even if they cannot yet explain litres and millilitres
correctly.
Behaviourism is different because it focuses more on repetition, correct responses
and practice after the teacher has demonstrated a method. This approach can help
learners remember some facts, but it becomes weak when learners do not
understand the meaning behind the procedure. The OPM1501 study guide warns
that rote learning often leads to isolated facts and rules that learners forget quickly
because they are not connected to a strong network of ideas (OPM1501 study guide
Assignment 2 2026
Due date: 5 June 2026
QUESTION 1
1.1
Moving away from traditional Mathematics teaching when teaching measurement in the
Intermediate Phase
Introduction
Mathematics teaching in the Intermediate Phase should not only train learners to remember rules and
repeat teacher examples. It should help learners understand why mathematical ideas work and how
those ideas are used in real life. In OPM1501, traditional teaching is shown as a method where the
teacher tells learners what to do, learners copy the method, and the answer becomes more important
than the thinking process (OPM1501 study guide 2020:2). This essay focuses on Grade 5
measurement, especially length, area, mass and capacity, to show why teachers should use
engaging and meaningful approaches instead of relying mainly on rote learning.
, QUESTION 1
1.1
Moving away from traditional Mathematics teaching when teaching
measurement in the Intermediate Phase
Introduction
Mathematics teaching in the Intermediate Phase should not only train learners to
remember rules and repeat teacher examples. It should help learners understand
why mathematical ideas work and how those ideas are used in real life. In
OPM1501, traditional teaching is shown as a method where the teacher tells
learners what to do, learners copy the method, and the answer becomes more
important than the thinking process (OPM1501 study guide 2020:2). This essay
focuses on Grade 5 measurement, especially length, area, mass and capacity, to
show why teachers should use engaging and meaningful approaches instead of
relying mainly on rote learning.
Constructivism compared with behaviourism
Constructivism means that learners build knowledge by connecting new ideas to
what they already know. In this view, children are not empty containers waiting for
the teacher to pour knowledge into them. They have existing ideas from home, play,
shopping, cooking, travelling and school, and these ideas can help them make sense
of new mathematical content (OPM1501 study guide 2020:4). For example, before
teaching capacity, many learners already know that a two litre bottle holds more
cooldrink than a small cup, even if they cannot yet explain litres and millilitres
correctly.
Behaviourism is different because it focuses more on repetition, correct responses
and practice after the teacher has demonstrated a method. This approach can help
learners remember some facts, but it becomes weak when learners do not
understand the meaning behind the procedure. The OPM1501 study guide warns
that rote learning often leads to isolated facts and rules that learners forget quickly
because they are not connected to a strong network of ideas (OPM1501 study guide
