2024

ASSIGNMENT 2
EMA1501
CASSIDY ARENDSE
24362336
Contents
Question 1 .................................................................................................................. 2
Question 2 .................................................................................................................. 4
Question 3 .................................................................................................................. 6
References: ................................................................................................................ 8
ADDENDUM: ............................................................................................................. 9
 Question 1

1.1 Emergent Mathematics is the early stage of the development of mathematics in

children. This is the type of mathematics that they learn through everyday life as
well as through play. Emergent mathematics is essential to create strong bonds
of concepts from a young age so that as they become older they will understand
those same concepts more easily. For example, the concept of sharing things
becomes the concept of division.

1.2 It is a cliché, but my mom used to tell me the story/ song of the naughty
monkeys, it started with 5 naughty monkeys jumping on the bed then one would
fall off and bump its head, and the monkey's mom would call the doctor and the
doctor would say no more monkeys jumping on the bed. Then it would start
again, but this time the rhyme would start with one less monkey. Without me even
realizing it the story was teaching me subtraction. It didn’t take long for me to
catch on and start shouting out the ‘answers’. 4 naughty monkeys jumping on the
bed! Three naughty monkeys jumping on the bed! And so, it went on with me
doing math without even realizing it.

1.3 Play provides a way for children to emerge themselves in mathematics naturally.
Anything from sorting activities to playing pretend can develop them
mathematically. For example, when children play with blocks they develop a
special understanding, of pattern work, and concepts of space size and colour
when children play pretend like pretend grocery store they learn to work with
money and they learn about the exchange of goods for money, and pretend
cooking introduces measuring. Play provides many opportunities for emergent
mathematics.
1.4

Aspect of
Vygotsky Piaget Bruner
Learning
Emphasizes how
crucial social contact
Highlights the value Believes that building and cultural context
of social contact and knowledge on an are to education.
group projects in the individual basis via According to Bruner,
educational process. interactions with the students build their
feels that social environment is the knowledge through
Role of
involvement and process of learning. their interactions with
Social
interaction with more Piaget emphasizes the other people and
Interaction
experienced significance of individual cultural objects like
people—like parents, inquiry and experiences language and tools.
instructors, or in cognitive development, He places a strong
peers—is how even while social contact emphasis on how
learning happens. is acknowledged. social interaction
shapes educational
experiences.
Although Bruner does
Explains the idea of not refer to the
the Zone of Proximal concept as the "Zone
Development (ZPD), of Proximal
a place where Development," he
The idea of ZPD is not
learning happens concurs that it is
specifically addressed in
when people help crucial to offer learners
Zone of Piaget's theory. Rather,
one another. the right kind of
Proximal he suggests stages of
According to support. According to
Development cognitive development
Vygotsky, the ZPD him, learning should
(ZPD) that people can go
shows the variety of be facilitated within the
through at their own
tasks that students learner's zone of
speed.
can complete with proximal growth by
the assistance of a providing scaffolding
more experienced that matches the
person. learner's existing
capacities.
Presents the idea of
Highlights the "instructional
importance of Does not, as Vygotsky scaffolding," in which
scaffolding, which is the does, specifically address educators give
process by which scaffolding. Nonetheless, students short-term
experts assist students scaffolding and Piaget's assistance to help
in completing tasks that
concept of equilibration— them acquire new
fall within their zone of
Scaffolding proficiency. With
in which people strike a abilities or information.
scaffolding, the amount balance between Bruner places a strong
of support is gradually assimilation and emphasis on the value
reduced as the learner accommodation to adjust of organizing
gains proficiency and to new information—have educational
adjusted to suit their certain things in common. experiences to help
needs. students grasp difficult
subjects.
 Question 2
2.1 Rote Counting:
Definition: Rote counting is the practice of repeating numbers in the correct
sequence without necessarily knowing how much each number is worth. It
requires learning the numbering sequence by heart.

Example activity: One possible exercise is to count out loud from 1 to 20.
Without necessarily realizing that each number in this activity denotes a quantity
or that the final number counted indicates the total number of things, the person
can just recite the numbers in order.

Rational Counting:
Definition: To engage in rational counting, one must grasp the notion of one-to-
one correspondence and assign each object in a set of distinct numbers in order.
It is necessary to comprehend that every number represents a quantity, and the
last number to be counted indicates the total number of objects in the set.

Example activity: Counting a group of items (apples, for example). Let's say, for
example, that a table contains four apples. One may logically count them by
pointing to each apple and using a number word, such as "one, two, three, four."
This shows that you understand that one apple is represented by each number
and that the number that is stated at the last represents the total number of
apples.

2.2 Teaching number sense can be greatly improved by using simple technology,
such as interactive whiteboards or instructional applications, which offer dynamic
and captivating learning experiences. These resources support different learning
styles by providing interactive exercises, instant feedback, and visual
representations. Technology also makes it possible for students to have
individualized learning experiences in which they can go at their own speed and
practice what they have learned. Incorporating technology also promotes digital
literacy, which is necessary in today's technologically advanced world to navigate.
Overall, number sense instruction is more effective when basic technology is
used wisely and makes it more approachable and fun for children.

2.3 .1 Five Mathematical concepts that can be developed:

• Counting: Children can practice counting the number of cupcakes, sweets,

apples, and bottles of orange juice to ensure there are enough for everyone.

• Addition: They can add the total number of treats (cupcakes, sweets, apples)
to find out how many treats are available in total.
 • Subtraction: If there are leftovers after the party, they can subtract the
number of treats consumed from the initial count to find out how many are left.

• Measurement: They can measure the size of Mpho's birthday cake using
non-standard units, like comparing it to the size of an apple or a cupcake.

• Grouping: During the outdoor games, children can form groups of five,
practicing grouping and understanding multiplication as repeated addition.
2.3.2 How these concepts can be developed:

• Counting: Children count the number of cupcakes, sweets, apples, and

bottles of juice to ensure there's enough for everyone.
• Addition: They add the total number of treats to find out how many treats
there are in total (e.g., 30 cupcakes + 30 sweets + 30 apples).
• Subtraction: After the party, they subtract the number of treats consumed
from the initial count to find out how many treats are left.
• Measurement: They compare the size of Mpho's cake to other objects using
non-standard units, like comparing it to the size of an apple or a cupcake.
• Grouping: During outdoor games, they form groups of five children,
practicing grouping and understanding multiplication as repeated addition.

2.3.3 Problem-solving activity:

Activity: Sharing Treats

Instructions:

1. Divide the children into small groups.

2. Provide each group with a set of treats (cupcakes, sweets, apples) and ask
them to distribute them equally among themselves.

3. Challenge them to find a way to ensure each member of the group receives
the same number of treats without any treats left over.

4. Encourage them to discuss strategies, such as sharing or dividing treats into

equal groups.

5. Once they've solved the problem, have them explain their approach to the rest
of the class.
 Question 3
3.1 Types of Patterns and Their Rules:

• Sound/Rhythm: Patterns in sound or rhythm follow a sequence of beats or

tones, such as in music. For example, a simple rhythmic pattern could be
"clap, clap, stomp, clap, clap, stomp."
• Movement: Patterns in movement involve a sequence of actions or gestures.
An example could be a dance routine with repeated steps, like "step, step,
turn, step, step, turn."

• Concrete Objects: Patterns can also be formed using concrete objects, like
blocks or toys. For instance, a pattern with blocks could follow a rule of "red
block, blue block, green block, red block, blue block, green block."

• Colour, Shape, and Size: Patterns can be created using attributes like
colour, shape, or size. For example, a pattern in colour could be "red, blue,
red, blue, red, blue," while a pattern in shape could be "circle, square, circle,
square, circle, square."
Contribution to Understanding Counting and Mathematical Concepts:

• Counting Strategy Development: Recognizing and extending patterns help

children develop counting strategies. By identifying the sequence of elements
in a pattern, children reinforce their understanding of number order and
counting sequences.

• Problem-Solving: Patterning fosters problem-solving skills by encouraging

children to identify, analyse, and extend patterns. When faced with a pattern,
children must predict and continue the sequence, which promotes critical
thinking and problem-solving abilities.

3.2 Instructions for the Movement Pattern:

1. Introduction: Gather the learners in a designated area and explain that you
will be leading them in a fun movement activity.

2. Demonstration: Demonstrate each movement in the pattern, such as

walking, hopping, or jumping, and encourage the learners to imitate you.

3. Start the Pattern: Begin the movement pattern by performing the first
movement (e.g., walking), then instruct the learners to follow along.

4. Continue the Pattern: Lead the learners through the sequence of

movements, ensuring they understand each step and can follow along
comfortably.
 5. Conclusion: Once the movement pattern is complete, gather the learners
together and praise their participation and effort.

Reflection:

The movement pattern activity went relatively well with the grade R learners. They
seemed engaged and enthusiastic about the different movements, and most of them
were able to follow along with the instructions. However, I noticed that some learners
struggled to maintain focus or coordination during certain parts of the pattern,
particularly when transitioning between movements.
If I were to do the activity again, I would make a few adjustments to improve the
experience for the learners. Firstly, I would simplify the movement pattern even
further to ensure it is accessible to all learners and reduces the likelihood of
confusion or frustration. Additionally, I would incorporate more visual cues or
demonstrations to help reinforce the instructions and assist learners who may need
additional support in understanding the movements. Overall, the activity was a
positive experience, and with some minor adjustments, it could be even more
effective in engaging and supporting the grade R learners in developing their
movement skills.
 References:
complexneeds.org.uk. (n.d.). Training materials for teachers of learners with severe,
profound and complex learning difficulties: level C. [online] Available at:
http://complexneeds.org.uk/modules/Module-2.2-Considering-communication-and-
interaction/C/m06p060c.html#:~:text=Piaget%20highlighted%20the%20need%20for.

Gowrie NSW (2022). Lev Vygotsky’s Theory of Child Development. [online]

www.gowriensw.com.au. Available at: https://www.gowriensw.com.au/thought-
leadership/vygotsky-theory#:~:text=Vygotsky.

Helmbold, E.G. (2014). Teacher-directed play as a tool to develop emergent

mathematics concepts : a neuro-psychological perspective. uir.unisa.ac.za. [online]
Available at: https://uir.unisa.ac.za/handle/10500/18490 [Accessed 3 Jun. 2024].

Main, P. (2021). Jean Piagets Theory of Cognitive Development. [online] Structural

Learning. Available at: https://www.structural-learning.com/post/jean-piagets-theory-
of-cognitive-development-and-active-
classrooms#:~:text=The%20Theory%20of%20Cognitive%20Development.

Stramel, J. (2021). The Importance of Early Childhood Mathematics.

fhsu.pressbooks.pub. [online] Available at:
https://fhsu.pressbooks.pub/ecumath/chapter/chapter-
1/#:~:text=Emergent%20mathematics%20encompasses%20the%20skills.

www.fairfaxcounty.gov. (n.d.). Tapping Into Technology - Number Sense and

Mathematics | Office for Children. [online] Available at:
https://www.fairfaxcounty.gov/office-for-children/school-readiness/tapping-into-
technology/page-06-number-sense-and-
mathematics#:~:text=You%20can%20help%20children%20learn [Accessed 3 Jun.
2024].
 ADDENDUM:
HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD

EDUCATION

Module code: EMA1501 Assessment date: __3 June 2024__

1. I know that plagiarism means taking and using the ideas, writings, works or

inventions of another as if they were one’s own. I know that plagiarism not only
includes

verbatim copying, but also the extensive use of another person’s ideas without
proper

acknowledgement (including the proper use of quotation marks). It also includes

any

attempt to cheat the plagiarism checking system. I know that plagiarism covers
the use

of material found in textual sources and from the internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my assignment/exam answers must be accurately

referenced.

4. This assignment / exam file / portfolio is my own work. I acknowledge that

copying

someone else’s work, or part thereof, is wrong, and that submitting identical work
to

others constitutes a form of plagiarism.

5. I have not allowed, nor will I in the future allow, anyone to copy my work with
the

intention of passing it off as their own work.

6. I understand that I can be awarded 0% if I have plagiarised.

7. I confirm that I have read and understood the following UNISA policies:
7.1 Policy for Copyright and Plagiarism

7.2 Policy on Academic Integrity

7.3 Student Disciplinary Code
Name Cassidy Cantel Stephanie Arendse Student number: 24362336

Signed ……………………………………………. Date 3 June 2024