RDF2601
ASSIGNMENT 3 2025
DUE 19 SEPT 2025
, RDF2601 ASSIGNMENT 3 PORTFOLIO 2025
DUE 19 SEPTEMBER 2025
QUESTION 1:
In the Foundation Phase, incorporating natural materials into teaching can enhance
learning by providing hands-on, tactile experiences. These materials should be cost- effective,
readily available, and used creatively to support the development of key mathematical
concepts such as counting, patterns, and geometry.
1.1 Critique the use of natural materials in teaching mathematical concepts, by
discussing their advantages and limitations in enhancing conceptual understanding
and learner engagement in the Foundation Phase. Provide examples to support your
argument.
Using natural materials such as stones, leaves, shells or twigs into Foundation Phase
mathematics offers several pedagogical benefits. First, these manipulatives provide tactile,
concrete experiences that help learners bridge the gap between the physical and the abstract
(Onuoha‑Chidiebere, 2011 in Riet, 2013:16). For example, using pebbles for one‑to‑one
correspondence in a counting lesson allows learners to physically place one stone per
numeral, reinforcing the concept that each number name corresponds to a single object.
Natural materials are cost‑effective and readily available, so teachers can gather resources
from the schoolyard or community without straining tight budgets (Kumar, 2017:4). A simple
patterning activity might involve sorting shells by colour or size to create ABAB or AAB
patterns, engaging learners in both environmental exploration and mathematical thinking.
The sensory and aesthetic qualities of natural items can enhance engagement. Cleave &
Brown (1992:168) note that tactile and sensory experiences enrich learning; for instance,
smooth river stones or fragrant pine cones can capture attention and sustain focus longer
than flat, printed shapes.
ASSIGNMENT 3 2025
DUE 19 SEPT 2025
, RDF2601 ASSIGNMENT 3 PORTFOLIO 2025
DUE 19 SEPTEMBER 2025
QUESTION 1:
In the Foundation Phase, incorporating natural materials into teaching can enhance
learning by providing hands-on, tactile experiences. These materials should be cost- effective,
readily available, and used creatively to support the development of key mathematical
concepts such as counting, patterns, and geometry.
1.1 Critique the use of natural materials in teaching mathematical concepts, by
discussing their advantages and limitations in enhancing conceptual understanding
and learner engagement in the Foundation Phase. Provide examples to support your
argument.
Using natural materials such as stones, leaves, shells or twigs into Foundation Phase
mathematics offers several pedagogical benefits. First, these manipulatives provide tactile,
concrete experiences that help learners bridge the gap between the physical and the abstract
(Onuoha‑Chidiebere, 2011 in Riet, 2013:16). For example, using pebbles for one‑to‑one
correspondence in a counting lesson allows learners to physically place one stone per
numeral, reinforcing the concept that each number name corresponds to a single object.
Natural materials are cost‑effective and readily available, so teachers can gather resources
from the schoolyard or community without straining tight budgets (Kumar, 2017:4). A simple
patterning activity might involve sorting shells by colour or size to create ABAB or AAB
patterns, engaging learners in both environmental exploration and mathematical thinking.
The sensory and aesthetic qualities of natural items can enhance engagement. Cleave &
Brown (1992:168) note that tactile and sensory experiences enrich learning; for instance,
smooth river stones or fragrant pine cones can capture attention and sustain focus longer
than flat, printed shapes.
