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TAKE YOUR PICK (OPTION A or B)
QUESTION 1
3.1 LU1: MATHEMATICS IN SOCIETY
Differences between the three views used to outline mathematics consideration (10)
In defining mathematics, there are three views that provide different perspectives on its nature
and purpose. The first is the Platonist view, which sees mathematics as a body of absolute truths
that exist independently of human thought. According to this view, mathematical concepts such as
numbers, shapes, and theorems are discovered rather than invented, as they exist in an abstract,
ideal world. For example, a triangle’s internal angles summing to 180° is considered universally true
regardless of human existence. The second is the Constructivist view, which regards mathematics
as something that is constructed by humans to make sense of the world. In this perspective,
learners build mathematical knowledge through their experiences and mental activities, meaning
mathematics is seen as a creation of the human mind and learning is active rather than passive.
QUESTION
Finally, the 1Empiricist or Utilitarian view views mathematics as a tool developed to solve practical
problems faced by society.
3.1 LU1: MATHEMATICS IN ItSOCIETY
emphasises
(10) the application of mathematics in real-life contexts such
as engineering, finance, and daily problem-solving. Unlike the Platonist view, which focuses on
In Sectiontruths,
abstract 1.3.1 and
of the
thestudy guide, three
Constructivist views
view, arefocuses
which outlinedontoknowledge
define mathematics. These
construction, theviews
differ as follows:
The Platonist View sees mathematics as a static body of knowledge with absolute truths. In this
view, mathematical facts and principles already exist independently, and learners must discover
these truths. Mathematics is considered fixed and unchanging, like facts about shapes and
numbers that have always been true, for example, that the angles of a triangle add up to 180°.
The Problem-Solving View sees mathematics as a dynamic and creative human activity. Here,
mathematics is not just about learning fixed facts but also about developing strategies to solve
problems. Learners are encouraged to explore, investigate, and construct their own understanding
through applying skills to solve real-world and abstract problems.
Disclaimer:
The materials provided are intended for educational and informational purposes only. They
should not be submitted as original work or used in violation of any academic institution's
policies. The buyer is solely responsible for how the materials are used.
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
OPTION A
QUESTION 1
3.1 LU1: MATHEMATICS IN SOCIETY
Differences between the three views used to outline mathematics consideration (10)
In defining mathematics, there are three views that provide different perspectives on its
nature and purpose. The first is the Platonist view, which sees mathematics as a body of
absolute truths that exist independently of human thought. According to this view,
mathematical concepts such as numbers, shapes, and theorems are discovered rather than
invented, as they exist in an abstract, ideal world. For example, a triangle’s internal angles
summing to 180° is considered universally true regardless of human existence. The second is
the Constructivist view, which regards mathematics as something that is constructed by
humans to make sense of the world. In this perspective, learners build mathematical
knowledge through their experiences and mental activities, meaning mathematics is seen as
a creation of the human mind and learning is active rather than passive. Finally, the Empiricist
or Utilitarian view views mathematics as a tool developed to solve practical problems faced
by society. It emphasises the application of mathematics in real-life contexts such as
engineering, finance, and daily problem-solving. Unlike the Platonist view, which focuses on
abstract truths, and the Constructivist view, which focuses on knowledge construction, the
Utilitarian view focuses on the usefulness of mathematics in addressing societal needs and
advancing technological progress. Therefore, the Platonist focuses on universal truths, the
Constructivist on learner construction and mental activity, and the Utilitarian on practical
application and utility in human activities.
3.2 LU2: TEACHING AND LEARNING MATHEMATICS
3.2.1 Mathematics as a science based on order and pattern (10)
One topic that shows knowledge and understanding of connections across three or more
content areas is “Fractions, Decimals, and Percentages”. This topic connects Number,
Measurement, Algebra, and Data Handling content areas. For example, understanding
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
fractions aids learners in measuring lengths or capacities accurately (Measurement),
converting fractions to decimals to calculate or solve algebraic expressions involving
proportions (Algebra), and representing fractions or percentages in data graphs and
probability analysis (Data Handling). Teaching this topic develops learners’ ability to identify
part-whole relationships (Number), apply conversions when reading measuring instruments
or calculating areas (Measurement), solve real-life ratio problems (Algebra), and interpret or
create pie charts that show percentages (Data Handling). In this way, it integrates concepts of
division, equivalence, ratio, proportion, and statistical representation, thus illustrating the
ordered pattern and interconnectedness of mathematical knowledge.
VarsityTimes
For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
TAKE YOUR PICK (OPTION A or B)
QUESTION 1
3.1 LU1: MATHEMATICS IN SOCIETY
Differences between the three views used to outline mathematics consideration (10)
In defining mathematics, there are three views that provide different perspectives on its nature
and purpose. The first is the Platonist view, which sees mathematics as a body of absolute truths
that exist independently of human thought. According to this view, mathematical concepts such as
numbers, shapes, and theorems are discovered rather than invented, as they exist in an abstract,
ideal world. For example, a triangle’s internal angles summing to 180° is considered universally true
regardless of human existence. The second is the Constructivist view, which regards mathematics
as something that is constructed by humans to make sense of the world. In this perspective,
learners build mathematical knowledge through their experiences and mental activities, meaning
mathematics is seen as a creation of the human mind and learning is active rather than passive.
QUESTION
Finally, the 1Empiricist or Utilitarian view views mathematics as a tool developed to solve practical
problems faced by society.
3.1 LU1: MATHEMATICS IN ItSOCIETY
emphasises
(10) the application of mathematics in real-life contexts such
as engineering, finance, and daily problem-solving. Unlike the Platonist view, which focuses on
In Sectiontruths,
abstract 1.3.1 and
of the
thestudy guide, three
Constructivist views
view, arefocuses
which outlinedontoknowledge
define mathematics. These
construction, theviews
differ as follows:
The Platonist View sees mathematics as a static body of knowledge with absolute truths. In this
view, mathematical facts and principles already exist independently, and learners must discover
these truths. Mathematics is considered fixed and unchanging, like facts about shapes and
numbers that have always been true, for example, that the angles of a triangle add up to 180°.
The Problem-Solving View sees mathematics as a dynamic and creative human activity. Here,
mathematics is not just about learning fixed facts but also about developing strategies to solve
problems. Learners are encouraged to explore, investigate, and construct their own understanding
through applying skills to solve real-world and abstract problems.
Disclaimer:
The materials provided are intended for educational and informational purposes only. They
should not be submitted as original work or used in violation of any academic institution's
policies. The buyer is solely responsible for how the materials are used.
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
OPTION A
QUESTION 1
3.1 LU1: MATHEMATICS IN SOCIETY
Differences between the three views used to outline mathematics consideration (10)
In defining mathematics, there are three views that provide different perspectives on its
nature and purpose. The first is the Platonist view, which sees mathematics as a body of
absolute truths that exist independently of human thought. According to this view,
mathematical concepts such as numbers, shapes, and theorems are discovered rather than
invented, as they exist in an abstract, ideal world. For example, a triangle’s internal angles
summing to 180° is considered universally true regardless of human existence. The second is
the Constructivist view, which regards mathematics as something that is constructed by
humans to make sense of the world. In this perspective, learners build mathematical
knowledge through their experiences and mental activities, meaning mathematics is seen as
a creation of the human mind and learning is active rather than passive. Finally, the Empiricist
or Utilitarian view views mathematics as a tool developed to solve practical problems faced
by society. It emphasises the application of mathematics in real-life contexts such as
engineering, finance, and daily problem-solving. Unlike the Platonist view, which focuses on
abstract truths, and the Constructivist view, which focuses on knowledge construction, the
Utilitarian view focuses on the usefulness of mathematics in addressing societal needs and
advancing technological progress. Therefore, the Platonist focuses on universal truths, the
Constructivist on learner construction and mental activity, and the Utilitarian on practical
application and utility in human activities.
3.2 LU2: TEACHING AND LEARNING MATHEMATICS
3.2.1 Mathematics as a science based on order and pattern (10)
One topic that shows knowledge and understanding of connections across three or more
content areas is “Fractions, Decimals, and Percentages”. This topic connects Number,
Measurement, Algebra, and Data Handling content areas. For example, understanding
, For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
fractions aids learners in measuring lengths or capacities accurately (Measurement),
converting fractions to decimals to calculate or solve algebraic expressions involving
proportions (Algebra), and representing fractions or percentages in data graphs and
probability analysis (Data Handling). Teaching this topic develops learners’ ability to identify
part-whole relationships (Number), apply conversions when reading measuring instruments
or calculating areas (Measurement), solve real-life ratio problems (Algebra), and interpret or
create pie charts that show percentages (Data Handling). In this way, it integrates concepts of
division, equivalence, ratio, proportion, and statistical representation, thus illustrating the
ordered pattern and interconnectedness of mathematical knowledge.
