HOPEACEDEMY
HED4813
JAN-FEB SUPP EXAM 2025
DUE;30 JAN @ 18:15
2025
Question 1
You are starting a unit on Linear graphs. After you have provided several
examples, you are faced with a learner’s question.
Student: What exactly is a graph?
Teacher: …TO DO:
1.1. Develop an imaginary dialogue between a teacher and a student
discussing the concept of graph using a behaviourist approach. After the
script, justify your cause
of action by outlining the key tenets of behaviourism that are reflected
0 7 6 4 0 3 1 2 2 9
,HED 4813 JAN –FEB SUPP EXAM
DUE 30 JAN @18:15
Question 1
You are starting a unit on Linear graphs. After you have provided several
examples, you
are faced with a learner’s question.
Student: What exactly is a graph?
Teacher: …
TO DO:
1.1. Develop an imaginary dialogue between a teacher and a student discussing
the concept of graph using a behaviourist approach. After the script, justify your
cause of action by outlining the key tenets of behaviourism that are reflected in
your script. (25)
Understanding Graphs: A Behaviourist Approach
Graphs are an important concept in mathematics, especially in the study of linear
relationships. Learners often struggle with understanding what a graph
represents and how it works. I will present an imaginary dialogue between a
teacher and a student based on the behaviourist approach. After the dialogue, I
will justify the use of this approach by discussing its key tenets.
Imaginary Dialogue
Student: What exactly is a graph?
Teacher: A graph is a picture that shows how numbers relate to each other. (The
teacher points to a Cartesian plane on the board.) Look at this picture. This is a
Cartesian plane. It has two lines: one goes sideways, called the x-axis, and one
goes up and down, called the y-axis.
Student: Oh, so a graph is just a picture?
, Teacher: Yes, but it is a special kind of picture that helps us see patterns in
numbers. Let’s do a small activity. If I say x = 1, y = 2; x = 2, y = 4; and x = 3, y = 6,
what do you notice? (The teacher writes these values on the board.)
Student: The numbers are getting bigger.
Teacher: Good! Now, let’s put these points on our graph. (The teacher draws the
points (1,2), (2,4), and (3,6) on the Cartesian plane.) What do you see?
Student: The points are going up in a straight line.
Teacher: Yes! That’s what a linear graph does—it shows a pattern in numbers.
Now, let’s repeat this with different numbers. If x = 1, y = 3; x = 2, y = 5; x = 3, y =
7, what do you think will happen?
Student: The numbers are still going up.
Teacher: Excellent! Now, let’s put them on the graph. (The teacher plots the
points.) What do you see?
Student: Another straight line, but in a different place.
Teacher: Exactly! Every set of numbers creates a different graph. Let’s try a quick
test. If x = 0 and y = 0, where should I put the dot?
Student: In the middle?
Teacher: Yes, well done! That point is called the origin. Let’s try another. If x = 4
and y = 8, where should I put the dot?
Student: Go four steps to the right and eight steps up?
Teacher: Excellent! You are learning. Let’s do more examples to practice.
Justification of the Behaviourist Approach
HED4813
JAN-FEB SUPP EXAM 2025
DUE;30 JAN @ 18:15
2025
Question 1
You are starting a unit on Linear graphs. After you have provided several
examples, you are faced with a learner’s question.
Student: What exactly is a graph?
Teacher: …TO DO:
1.1. Develop an imaginary dialogue between a teacher and a student
discussing the concept of graph using a behaviourist approach. After the
script, justify your cause
of action by outlining the key tenets of behaviourism that are reflected
0 7 6 4 0 3 1 2 2 9
,HED 4813 JAN –FEB SUPP EXAM
DUE 30 JAN @18:15
Question 1
You are starting a unit on Linear graphs. After you have provided several
examples, you
are faced with a learner’s question.
Student: What exactly is a graph?
Teacher: …
TO DO:
1.1. Develop an imaginary dialogue between a teacher and a student discussing
the concept of graph using a behaviourist approach. After the script, justify your
cause of action by outlining the key tenets of behaviourism that are reflected in
your script. (25)
Understanding Graphs: A Behaviourist Approach
Graphs are an important concept in mathematics, especially in the study of linear
relationships. Learners often struggle with understanding what a graph
represents and how it works. I will present an imaginary dialogue between a
teacher and a student based on the behaviourist approach. After the dialogue, I
will justify the use of this approach by discussing its key tenets.
Imaginary Dialogue
Student: What exactly is a graph?
Teacher: A graph is a picture that shows how numbers relate to each other. (The
teacher points to a Cartesian plane on the board.) Look at this picture. This is a
Cartesian plane. It has two lines: one goes sideways, called the x-axis, and one
goes up and down, called the y-axis.
Student: Oh, so a graph is just a picture?
, Teacher: Yes, but it is a special kind of picture that helps us see patterns in
numbers. Let’s do a small activity. If I say x = 1, y = 2; x = 2, y = 4; and x = 3, y = 6,
what do you notice? (The teacher writes these values on the board.)
Student: The numbers are getting bigger.
Teacher: Good! Now, let’s put these points on our graph. (The teacher draws the
points (1,2), (2,4), and (3,6) on the Cartesian plane.) What do you see?
Student: The points are going up in a straight line.
Teacher: Yes! That’s what a linear graph does—it shows a pattern in numbers.
Now, let’s repeat this with different numbers. If x = 1, y = 3; x = 2, y = 5; x = 3, y =
7, what do you think will happen?
Student: The numbers are still going up.
Teacher: Excellent! Now, let’s put them on the graph. (The teacher plots the
points.) What do you see?
Student: Another straight line, but in a different place.
Teacher: Exactly! Every set of numbers creates a different graph. Let’s try a quick
test. If x = 0 and y = 0, where should I put the dot?
Student: In the middle?
Teacher: Yes, well done! That point is called the origin. Let’s try another. If x = 4
and y = 8, where should I put the dot?
Student: Go four steps to the right and eight steps up?
Teacher: Excellent! You are learning. Let’s do more examples to practice.
Justification of the Behaviourist Approach
