OPM1501
Assignment 2 2025
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Due Date: 6 June 2025
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Helpful answers and guidelines
Detailed explanations and/ or calculations
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, QUESTION 1
Teaching Measurement in the Intermediate Phase: A Constructivist Approach
Introduction
Traditional teaching methods in mathematics, especially in topics like measurement,
often involve rote memorisation, isolated drills, and passive learning. Learners are
frequently reduced to mere recipients of fixed knowledge passed down by the
teacher. However, in the Intermediate Phase, learners are developmentally ready to
engage with concepts in ways that are more active, meaningful, and connected to
real-life contexts. This essay critically explores the move from traditional to
constructivist teaching approaches in the teaching of measurement. It will examine
constructivism compared to behaviourism, show how constructivist theory can be
applied to measurement, and identify effective strategies supported by examples
drawn from personal learning experiences, curriculum expectations, and classroom
observations.
Understanding Constructivism and Its Comparison to Behaviourism
Constructivism is a theory of learning that suggests learners construct their own
understanding and knowledge through experiences and reflection. It emphasises
active participation, discovery, collaboration, and the integration of prior knowledge.
According to Vygotsky and Piaget, learners do not passively absorb information but
instead make sense of it by connecting it to what they already know. Social
interaction and problem-solving in authentic contexts are central to this theory.
In contrast, behaviourism views learning as a response to external stimuli. Learning
is seen as a change in behaviour that results from reinforcement or punishment. B.F.
Skinner's operant conditioning model shaped many traditional classrooms, where
teachers control the learning process, and learners are rewarded or penalised based
on correct or incorrect responses. This model often results in surface learning and
does not allow space for reasoning or creativity.
While behaviourism may be effective for basic skills or drill work, constructivism
provides a deeper, more lasting understanding. In the context of teaching
measurement, constructivism allows learners to develop a sense of length, area, and
© Study Shack 2025. All rights Reserved +27 68 812 0934
Assignment 2 2025
Unique number:
Due Date: 6 June 2025
This document includes:
Helpful answers and guidelines
Detailed explanations and/ or calculations
References
Connect with the tutor on
+27 68 812 0934
,© Study Shack 2025. All rights Reserved +27 68 812 0934
, QUESTION 1
Teaching Measurement in the Intermediate Phase: A Constructivist Approach
Introduction
Traditional teaching methods in mathematics, especially in topics like measurement,
often involve rote memorisation, isolated drills, and passive learning. Learners are
frequently reduced to mere recipients of fixed knowledge passed down by the
teacher. However, in the Intermediate Phase, learners are developmentally ready to
engage with concepts in ways that are more active, meaningful, and connected to
real-life contexts. This essay critically explores the move from traditional to
constructivist teaching approaches in the teaching of measurement. It will examine
constructivism compared to behaviourism, show how constructivist theory can be
applied to measurement, and identify effective strategies supported by examples
drawn from personal learning experiences, curriculum expectations, and classroom
observations.
Understanding Constructivism and Its Comparison to Behaviourism
Constructivism is a theory of learning that suggests learners construct their own
understanding and knowledge through experiences and reflection. It emphasises
active participation, discovery, collaboration, and the integration of prior knowledge.
According to Vygotsky and Piaget, learners do not passively absorb information but
instead make sense of it by connecting it to what they already know. Social
interaction and problem-solving in authentic contexts are central to this theory.
In contrast, behaviourism views learning as a response to external stimuli. Learning
is seen as a change in behaviour that results from reinforcement or punishment. B.F.
Skinner's operant conditioning model shaped many traditional classrooms, where
teachers control the learning process, and learners are rewarded or penalised based
on correct or incorrect responses. This model often results in surface learning and
does not allow space for reasoning or creativity.
While behaviourism may be effective for basic skills or drill work, constructivism
provides a deeper, more lasting understanding. In the context of teaching
measurement, constructivism allows learners to develop a sense of length, area, and
© Study Shack 2025. All rights Reserved +27 68 812 0934
