UNIVERSITY OF SOUTH AFRICA

Department of Mathematics Education

Teaching Mathematics in FET Phase
Module code: TMS3725
Assignment number 02
Unique Assignment Number: 866475

BY

Tladi Thaane Thobejane

(66483212)

Lecturer: Prof Zingiswa Jojo

SECTION A

QUESTION 1: Problem-based teaching

1.1 Difference between routine and non-routine problems

Routine problems require procedural mathematical knowledge; knowledge of the rules and
procedures one uses in carrying out routine mathematical tasks. Step-by-step routines are learned to
accomplish some task.
• Examples: Tladi had 43 dimes. She game some to her friend. Now she has 14 dimes. How
many did she give to her friend?

Non-routine problems require using mathematical concepts and skills to solve problems that do not
lay out specific and detailed steps to follow.
• Examples: There are 45 questions in an exam. For every correct answer 5 marks awarded and
for every wrong answer, 3 marks are deducted. Melissa scored 185 marks. How many correct
answers did she give?

1.2 Difference between teacher-centered instruction and learner-centered instruction.

Teacher-centered instruction is when a teacher explains and works through a problem and expects
students to follow and understand the process they are teaching.

Learner-centered instruction focuses on the individual student and the classroom community as a
whole. Students are encouraged to interact with their peers and with the teacher. They have input in
the classroom activities and how they think they should be appropriately evaluated on their
performance. It is based on teaching modeling, followed by individual and group work.
If the student has absolutely no previous knowledge of a subject, they will have a very hard time
connected the new process with familiar information.

What is meant by “teaching to begin where the learners are.”

To start where learners are or at their level in terms of the knowledge or prior knowledge; means that
you begin a lesson based on the knowledge and current understanding of the learners. If they don’t
have enough background knowledge or appropriate ideas, they will not be able to engage and solve
the problem. It is important to avoid giving them a complex problem at the introduction of the lesson
but a later stage when they have mastered the concept and. It is also important to avoid giving them
problems that are too easy. Students need to feel challenged and interested. They must discover most
of the things on their own; this will give them more understanding than to tell them everything

1.3 The benefits for teaching with problems.

• Learners who participate in problem-based activities can improve their abilities to retain and
recall information.
• Learners develop reasoning and communication and make connections with existing knowledge
• Learners find it more enjoyable and satisfying
• It encourages greater understanding
• It develops confidence and the capacity to do mathematics
QUESTION 2

2.1 Describing what it means to “do” Mathematics

Doing mathematics means creating strategies for solving mathematical problems, applying the ideas
below, seeing if they lead to results, and checking to see if our answer makes sense

• Number sense – This includes the ability to recognize the difference between one object or
numerous collections of objects.
• Numerical ability – this involves counting and understanding numbers as abstract entities.
• Spatial-reasoning abilities – this includes the ability to recognize shapes and to judge distances,
both of which have obvious survival value for many animals.
• A sense of cause and effect – much of mathematics depends on the premise and conclusion, as well
as the abstract form of thinking about causes and their effects.
• Algorithmic ability – this is an abstract version of the fifth ability in this list.
• The ability to handle abstraction – this includes extracting the underlying structures, patterns, or
properties of a mathematical concept, removing any dependence on real-world objects with which
it might originally have been connected.
• Logical-reasoning ability – this includes the ability to construct and follow a step-by-step logical
argument.
• Relational-reasoning ability – this involves recognizing how things are related to each other and
being able to reason about those relationships.
These are mental capacities, are important to our daily lives.

2.2 Why is doing pencil-and-paper computations not “doing mathematics”

Where pencil-and-paper computations only entail doing routine calculations, it is not "doing"
mathematics but is simply a repetitive drill of bits and pieces.
Drill exercises have their place in improving skills or procedures already acquired but will never lead to
understanding. It won't enable learners to make sense of things.
The drill is not a reflective activity, it narrows learners' thinking, rather than promoting flexibility, and
gives no indication of conceptual understanding - procedures are quickly and easily forgotten and
confused.

2.3 Features of a classroom environment are important for learners to be engaged in doing
mathematics.

• The environment must allow learners to engage in investigative processes, with enough time being
granted to explore.
• Classroom with respect between all members of the classroom is one of the most important
components for a positive learning atmosphere. Our learners need to feel secure and confident in
their environment. They will only be able to share ideas in the classroom if there is no risk of
humiliation.
 • The teacher needs to be well prepared, providing suitable activities that are exciting and interesting
so that learners can engage in doing mathematics and thereby discovering and understanding
concepts.
• Learners work in groups, pairs or as individuals, but always sharing ideas
• and engaged in discussion
• Learners questioning each other using mathematics arguments to establish the correctness of
solutions
• Classroom with a teacher who discusses the errors with learners and the reasons behind them to
help learners build greater understanding.
• Classroom with a teacher who listens to the ideas put forward by the learners.

2.4 How learners can come to believe that they are capable of making sense out of mathematics.

Students can come to believe they are capable of making sense of mathematics when they are
encouraged to work on the problems and vocalize their strategies. When students are not simply asked
to use methods and formulas but instead are invited to use their reasoning, they may feel empowered
by their ability to problem-solve without the guidance of a teacher. Students also may feel more
confident if they are allowed to work in groups to solve a problem. Each student’s input and the
different ideas that they bring to the table will keep their minds actively thinking about the problem at
hand. Teachers should instill to their students that getting the wrong answer is not a bad thing and that
it means the student found a way not to use when solving that type of problem.

2.5 Advantages and disadvantages of the implementation of the CAPS (Curriculum and Assessment
Policy Statement) policy in South Africa

Below are the main concerns of NCS which contributed to the implementation of CAPS:
• Complains are made about the curriculum.
• Less performance of learners than expected.
• Over-burdening to teachers with administrative tasks
• Different interpretations of the curriculum requirements

Advantages of implementing CAPS

• CAPS lessen the administrative burden on teachers and ensure consistency and guidance for
teachers when teaching.
• it clearly describes the curriculum in content format.
• CAPS give teachers detailed guidelines of what to teach and assessed on a grade –by- grade and
subject-by-subject basis
• CAPS provides detailed week –by- week planning for teachers to follow.
• CAPS ensures that learners acquire and apply knowledge and skills in ways that are meaningful
to their daily lives.
• There is enough work to be covered each for learners and this helps in keeping the learners
occupied with some work.
• The skills and contents are prescribed, and the policy is user friendly
• It is easier for educators to understand how to teach.
• Children are exposed to a range of skills that strengthen their physical, social, emotional, and
cognitive development.
 Disadvantages of implementing CAPS
• The workload is too much for teachers.
• Many teachers did not receive enough training about CAPS, so they might be overwhelmed.
• There is no time for consolidation, most subjects jump from topic to topic, with no time for
consolidation.
• Leaners are over assessed.
• There large amounts of content that need to be taught and the fast pace set.
• Implementation of CAPS led to a nation where learners cannot read.
• Leaners could potentially ‘burn out’ from multiple continuous subjects.

QUESTION 3

3.1 “We construct our own knowledge” as opposed to “we absorb knowledge”
We construct our knowledge”
When we say “we construct our knowledge” we mean that we are active in our learning and the
knowledge that we store. This means that we create what we learn. Everyone has different ways to
construct their meaning and how they perceive what is being taught. We all think about the
information in different ways. When we give meaning to the pieces of information, we are constructing
our learning. Everyone has a different understanding of the information that they receive and use
different ideas, tools, and previous knowledge to create new knowledge.

“We absorb our knowledge”

When we say “we absorb our knowledge” we mean that we learn and process information by what is
already given to us. For example, if someone says that 2 + 1 = 3, that means we have absorbed that
and know the answer as opposed to constructing it and figuring out why that is the answer.

3.2 What is meant by “understanding exists on a continuum from relational understanding to

instrumental”

To better understand the relational and instrumental understanding continuum, it is important to

understand the two extremes.
At the relational end, it is important to know what to do and why they are doing it.
On the other hand, instrumental understand is doing something without totally understanding it.

An example of this theory is when dividing by a fraction we flip the fraction and multiply instead.
Students with an instrumental understanding would simply do this and not understand why.
Although, a student with a relational understanding would understand that this is simply a shortcut
version of a two-step process of moving a fraction from a denominator to a numerator to help us
calculate the answer.
If a student is doing a process simply because their teacher told them that would be an instrumental
understanding of the topic. A student who questions the teacher why they are solving this way would
have a relational understanding of the topic.
3.3 Seven Benefits of relational understanding.

It is intrinsically rewarding
- The learner experiences an inward satisfaction and derives an inward motivation to continue, to
search and explore further - he or she finds it intrinsically rewarding.
- Children who learn by rote must be motivated by external means: for the sake of a test, to please a
parent, from fear of failure, or to receive some reward. Such learning may not result in sincere
inward motivation and stimulation. It will neither encourage the learner nor create a love for the
subject when the rewards are removed.
It enhances memory
̶ Memory is a process of recalling or remembering or retrieving of information.
̶ Retrieval of information is also much easier. Connected information provides an entire network
of ideas.
̶ Retrieving disconnected information or disorganized information is more like finding a needle in
a haystack.
There is less to remember.
̶ Instead of having to recall lists of isolated and disconnected concepts, a whole network of
interrelated concepts can be recalled as a single entity.
It helps with learning new concepts and procedures:
̶ An idea that is fully understood in mathematics is more easily extended to learn a new idea.
It improves problem-solving abilities:
̶ It is when concepts, skills, or principles are constructed in rich and organized ideas.
̶ It is when learners can solve a given problem using simple solutions.
It is self- generative:
̶ The learner who has constructed a network of related or connected ideas will be able to move
much more easily from this mental state to a new idea, a new construct, or a new invention.
It improves attitudes and beliefs:
̶ learner tends to develop a positive self-concept, self- worth, and confidence regarding his or her
ability to learn and understand mathematics.

The benefits of relational understanding that I think are the most important.

There is less to remember

̶ This is significant because you only have to remember one big idea, and its related assumptions
and consequences will be part of your memory "package".
It helps with learning new concepts and procedures
̶ This benefit is important because it helps learners to learn new and different procedures to
solve mathematics problems.
It improves problem-solving abilities
 ̶ This is significant because it makes it possible to apply your current skill set in completely new
situations. Your current network of ideas can also be expanded within a new scientific field,
integrated with new and related concepts.

It is self- generative
̶ This is significant because the better you understand a concept and the better it is connected in
your schemata of ideas, the easier it will be to place a new concept into your construction.
Ideas will combine to create a new understanding and become part of an even bigger idea.
Relational understanding, therefore, has the potential to motivate the learner to new insights
and ideas, and the creation of new inventions and discoveries in mathematics.

It improves attitudes and beliefs

̶ The significance of this is that it is fun to apply your understanding. Solving "puzzles" and
problems makes you feel good about yourself and your abilities - and it inspires you to want
more of that experience.

3.4 Conceptual knowledge and procedural knowledge of mathematics.

Conceptual knowledge of mathematics

Conceptual knowledge is achieved by the construction of relationships between pieces of information
or by the creation of relationships between existing knowledge and new information. It must be
learned by thought-full reflective learning.
• Examples: concepts-square, square root, function, area, division, linear equation, and derivative
Procedural knowledge
Procedural knowledge is the knowledge of routines that are executed in mathematics. This includes
symbols, rules, and algorithms. Very few cognitive relationships are needed to know a procedure.
Procedures can be memorized through drill and practice with little understanding.
o Examples: Knowing the formal language or the symbol representation system, knowing
algorithms and rules for completing tasks and procedures, knowing strategies for solving.

3.5 Reflective thought.

Reflective thought is the effort of connecting new information to existing ideas in hopes of
understanding it better. Building on past knowledge helps the students learn better because they have
a strong base of understanding.

The importance of reflective thinking in the development of conceptual ideas in mathematics.

Reflective thinking is critically important to the development of conceptual ideas in mathematics. This
allows the students' opportunities to make sense of the material they are learning with the
information they already know. It is important to remember that all concepts of mathematics are
interconnected like a web. To truly make use of reflective thinking it is important to have your students
use past knowledge to create new ideas. This will allow for their new skills to have more meaning
because they created them by themselves.
3.6 Vygotsky’s sociocultural view of learning.

Vygotsky’s sociocultural view of learning states that children learn from their interactions with society
and their culture and that, with help, they can learn even more.
It puts the teacher in the role of the mentor. Teaching is mentoring and mentoring is helping. The idea
of helping a child attain the identified goals represents the ideal way to help a child achieve true
learning.

Zone of proximal development - refers to the range of tasks that are too complex to be mastered
alone. It can only be grasped or accomplished with adult guidance or in collaboration with more
capable peers.

3.7 The use models incorrectly.

We can use physical objects to represent mathematical ideas and to help us in the teaching of these
ideas, but in the end, the learner has to form the idea in his/her own, as a concept, unattached to any
real object.
The incorrect use of a model will be when the learner can use the model but does not form the
concept presented by but unattached to the model.
Incorrect use of models is when the teacher did not think about what the specific concept is that
he/she wanted learners to see, and/or did not assess that learners did see that using the model.
SECTION B
QUESTION 4
4.1 Steps Polya in the solving of a mathematics problem.

4.1.1 Three different types of representations to model the problem.

Tree diagram

Row 1 (5 Filled Seats)

5 Seated Students

9 Filled Seats (2 Rows)

9 Seated Students

Row 2 (4 Filled Seats)

4 Seated Students
16 Seats (2 Rows)
14 Students

3 Empty Seats (Row 1)

7 Empty Seats (2 Rows)

5 unseated Students

4 Empty Seats (Row 2)

Picture

Front row:

Filled seats

Back row:

Filled seats
Pie chart

Front row Back row

: Filled seats
: Empty seats

4.1.1 The use of Polya’s problem-solving process.

Step 1: Understand the problem.
• Make sure that you read the question carefully several times, decide what you are attempting to
do, and identify the essential and nonessential information.
• Check what you are given, what am I asked to find.
• How can I make sense of the information given to me?
• What can I infer from the given data?
In this problem, we are looking for the total number of a possible arrangement of students (with the given
limitation)

So we let 𝑋 = total number of ways can the students be seated

Here is the list of all the components and data that are involved.
- We have a classroom that has 2 rows, each with 8 seats.
- And there are 14 students in the class.
- 9 of whom have fixed seats, 5 always sit in the front row, and 4 always sit in the back row.
- The remaining 16 − 9 = 5 students can sit in one of 2 rows
- Row 1 has 3 empty seats
- Row 2 has 4 empty seats
Now I can use my mathematical knowledge to move into the next step where I represent the problem
symbolically and numerically.
Step 2: Devise a plan (translate).
To devise a plan:
We will regard the eight seats in each row differently. The arrangement process can be divided into three
stages.
1. Let the 5 students who always sit in the front row choose their seats. There are 𝑃(8, 5) ways of
choosing which seat they sit in and the 5! Ways of arranging them in those seats.
2. Let the 4 students who always sit in the back row choose their seats. There are 𝑃(8, 4) ways of
choosing which seat they sit in and the 4! Ways of arranging them in those seats.
3. Now we need to seat 5 leftover students. There are 7 open seats (we do not need to distinguish
now between front and back row). There are 𝑃(7, 5) ways of selecting the seats and then 5! Ways
of arranging the students in these seats.

From the information I have, to calculate the total number of outcomes I occasionally have to use a
permutation formula
Step 3: Carry out the plan (solve)
to calculate a permutation, we will need to use the formula:

𝑛!
𝑃(𝑛, 𝑟) =
(𝑛 − 𝑟 ) !
8!
𝑃(8, 5) = = 6720, ways the 5 students who sit in the front row arrange themselves
(8 − 5)!
8!
𝑃(8, 4) = = 1680, ways the 4 students who sit in the back row arrange themselves
(8 − 4)!
7!
𝑃(7, 5) = = 2520, ways the remaining 5 students can arrange themselves
(7 − 5)!
By the multiplication principle, the total number of ways to seat the students is
𝑋 = 𝑃(8, 5) ∙ 𝑃(8, 4) ∙ 𝑃(7, 5)
= 6720 × 1680 × 2520
= 28449792000

Step 4: Look back (check and interpret).

The method I used is more effective because I have used this approach before. All the conditions related to
the problem are satisfied.
I am convinced that the results I got are reasonable. Before the permutation method, I have used the
Combination method and found out that the results I get are not accurate. Unfortunately, there is no other
way I can do the problem which may be simpler.
I have used all the data given. According to my understanding, the permutation is suitable for this
problem.
 4.2 The difference between conceptual understanding and procedural knowledge.

Conceptual understanding refers to procedural steps of solving a problem and understanding why
those algorithms and approaches work, similar to a recognition that a man is hiding behind the giant
head in The Wizard of Oz. This level of understanding has students reaching higher depths of
knowledge because they are making connections from one skill to another.

Procedural understanding is when students hoard steps and algorithms. They rely on the
memorization of these formulas to answer questions, and they rarely make deep connections during
instruction.
The step-by-step routines learned to accomplish some task.

• Algorithmic procedures help us do routine tasks easily and free our minds to concentrate on
more important ideas.
• Symbolism is a powerful mechanism for conveying mathematical ideas to others and for
manipulating an idea as we do mathematics.
• The efficient use of procedures and symbolism of mathematics does not necessarily imply an
understanding of these things.

An example, relating to the area of the rectangle.

The area is the two-dimensional space inside the boundary of a flat object. It is measured in square
units.

A B C

1
2 ඥ13 2
1

Conceptual

- The area of the rectangle is equal to the number of squares inside the rectangle.
- To determine the area of the rectangle, you must check how many squares can cover the entire
area of the rectangle and that will give the area of the rectangle.
e.g. from diagram B, the area of the rectangle is 6𝑢2
- The rectangle is the sum of two right-angle triangles, all its angles are 90⁰. Sometimes you may
be given the diagonal and width like diagram C and asked to find the rectangle area, you can
simply use the theorem of Pythagoras to determine the length. After getting the length, you
can calculate the area by using an Area of rectangle formula.
 Procedural

The area of the rectangle is the product of the length and width.

𝐴 = 𝑙𝑒𝑛𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ

Just plug values into the formula and get the Area.
e.g.
From diagram B, the length is 3 and the width is 2

𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝐴 = 𝑙 × 𝑤
= 3 × 2 = 6𝑢2

4.3 The problem-centered approach in the teaching and learning of mathematics.

In the problem-centered approach to teaching and learning math, the teacher poses problems in which
the learners do not have a routine method available.
The teacher does not teach them before posing the problem. Learning occurs during the tackling of the
problems.
Leaners are allowed to discuss.
The leaners get to appreciate the mathematical tool they learned before.

The main role of an FET mathematics teacher is to teach mathematics for understanding.
Teachers are not the source of knowledge and do not transmit knowledge to learners.
The teachers must make sure that learners understand the problem.
Teachers must make sure that learners can use tools needed to solve the problem like drawing
sketches or using calculators.
The teacher must create a positive classroom atmosphere conducive to learning.

QUESTION 5
5.1 Contextualization of teaching and learning of mathematics through modeling.

5.1.1 Mathematical modeling

Mathematical modeling refers to as mathematical construction designed to study a particular real-
world system or phenomenon. In mathematical modeling, we start with a real-world situation then use
equations, symbols, simulations, or graphs to represent the situation.

5.1.2 Advantages of mathematical modeling.

• Modeling allows us to solve complex problems, can represent problems that can’t be tackled
another way
• Mathematical modeling is a tool we may use to predict what will happen in the future.
• May explain why things behave in certain ways & how a change in variables affects others.
• Modeling may explain why things behave in certain ways. How to change variables affect others.
• Modeling allows us to use computers to solve real-life problems.
5.1.3 Limitations of mathematical modeling

• Converting words into a mathematical expression or equation can be difficult.

• Unrealistic model ma fit data very well leading to an incorrect conclusion.
• The model is a simplification of the real problem and does not include all aspects of the problem.
• Models are not explanations and can never alone provide a complete solution to the biological
problem
• The mathematics is complicated and errors not accessible to all

5.2 A diagram to illustrate the interrelation of different types of representation can be used in
Mathematics modeling
Different representations are:
▪ Numerical
▪ Tables,
▪ Equations (formulae),
▪ graphs (diagrams)
▪ and verbal (in words)

Graph

Tables Statement

Equation

5.3 Pre-test for grade 12 learners.

2 15 14 5
5.3.1 Simplify: (1 − 𝑥 − 𝑥 2) ÷ (3 − − 𝑥 2) (5)
𝑥

5.3.2 Find all 3 values of x: 𝑥 3 − 6𝑥 2 + 12𝑥 − 8 = 0 (5)

𝑥−1
5.3.3 Given: 𝑓 (𝑥 ) = 𝑥 2 −1
Evaluate the value of 𝑓 at 𝑥 = 1 (4)
 5.3.4 Determine the turning point of 𝑔(𝑥 ) = 3𝑥 2 − 6𝑥 − 1 (5)

5.3.5 The gradient of the tangent to the graph 𝑓 (𝑥 ) = −2𝑥 2 + 8𝑥 − 10 is 8.

Find the equation of the tangent line to curve 𝑓 at 𝑥 = 2 (5)

5.4 Memorandum for the Pre-test on 5.3

5.4.1
2 15 2 15
1−𝑥− 2 (1 − 𝑥 − 2 ) ∙ 𝑥 2
𝑥 = 𝑥
14 5 14 5 ✓ 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦𝑖𝑛𝑔 𝑏𝑦 𝐿𝐶𝐷
3 − 𝑥 − 2 (3 − 𝑥 − 2 ) ∙ 𝑥 2
𝑥 𝑥
2 15
1 ∙ 𝑥2 − 𝑥 ∙ 𝑥2 − 2 ∙ 𝑥2
= 𝑥 ✓ 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑒
14 2 5
3 ∙ 𝑥 − 𝑥 ∙ 𝑥 − 2 ∙ 𝑥2
2
𝑥
𝑥 2 − 2𝑥 − 15 ✓ 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛
= 2
3𝑥 − 14𝑥 − 5
(𝑥 + 3)(𝑥 − 5)
= ✓ 𝑓𝑎𝑐𝑡𝑜𝑟𝑖𝑧𝑎𝑡𝑖𝑜𝑛
(3𝑥 + 1)(𝑥 − 5)
(𝑥 + 3)
= ✓ 𝑎𝑛𝑠𝑤𝑒𝑟
(3𝑥 + 1)

5.4.2
𝑥 3 − 6𝑥 2 + 12𝑥 − 8 = 0
(𝑥 3 − 8) − 6𝑥 2 + 12𝑥 = 0
(𝑥 3 − 23 ) − 6𝑥(𝑥 − 2) = 0 ✓ (𝑥 3 − 23) − 6𝑥(𝑥 − 2) = 0
(𝑎3 − 𝑏3 ) = (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏2 )

⇒ (𝑥 3 − 23 ) = (𝑥 − 2)(𝑥 2 + 2𝑥 + 4) ✓ 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 𝑐𝑢𝑏𝑒𝑠

(𝑥 − 2)(𝑥 2 + 2𝑥 + 4) − 6𝑥(𝑥 − 2) = 0
(𝑥 − 2)(𝑥 2 + 2𝑥 + 4 − 6𝑥) = 0
(𝑥 − 2)(𝑥 2 − 4𝑥 + 4) = 0 ✓ 𝐶𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 (𝑥 − 2)
2
(𝑥 − 2)(𝑥 − 2) = 0 ✓ 𝑓𝑎𝑐𝑡𝑜𝑟𝑖𝑧𝑖𝑛𝑔
(𝑥 − 2)(𝑥 − 2)(𝑥 − 2) = 0
𝑥−2 =0
✓ 𝑎𝑛𝑠𝑤𝑒𝑟
𝑥 = 2 (𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑐𝑖𝑡𝑦 𝑜𝑓 3)
5.4.3
𝑥−1
𝑓 (𝑥 ) =
𝑥2 − 1
𝑥−1
=
(𝑥 − 1)(𝑥 + 1) ✓ 𝑓𝑎𝑐𝑡𝑜𝑟𝑖𝑧𝑎𝑡𝑖𝑜𝑛 (𝑥 − 1)(𝑥 + 1)
1
=
𝑥+1 ✓ 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛 (𝑐𝑎𝑛𝑐𝑒𝑙)
1
𝑓 (1) =
1+1 ✓ 𝑠𝑢𝑏𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛
1
=
2 ✓ 𝑎𝑛𝑠𝑤𝑒𝑟

5.4.4 𝑔(𝑥 ) = 3𝑥 2 − 6𝑥 − 1
Examine equation of the form 𝑦 = 𝑎𝑥 2 − 𝑏𝑥 + 𝑐
Check that the equation is in standard form and
identify the coefficient: 𝑎 = 3, 𝑏 = −6, 𝑐 = −1 ✓𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑎 = 3, 𝑏 = −6, 𝑐 = −1
−𝑏
Calculate the 𝑥-value of the turning point using 𝑥 =
−𝑏
2𝑎
✓ 𝑓𝑜𝑟 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑓𝑜𝑟𝑚𝑢𝑙𝑎: 𝑥 = 2𝑎
−(−6)
𝑥=
2(3)
✓ 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛
6
= =1
6
Substitute 𝑥-value into the original equation to obtain
the corresponding value of 𝑦
𝑔(1) = 3(1)2 − 6(1) − 1 = −4 ✓ 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛
This gives the turning point (1, −4) ✓ 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟 (𝑡𝑢𝑟𝑛𝑖𝑛𝑔 𝑝𝑜𝑖𝑛𝑡)

5.4.5 𝑓 (𝑥 ) = −2𝑥 2 + 8𝑥 − 11

𝑓(2) = −2(2)2 + 8(2) − 11 = −3

(𝑥1 , 𝑦1 ) = (2, −3) ✓ 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝑖𝑛𝑡𝑒𝑟𝑠𝑒𝑐𝑡𝑖𝑜𝑛 (2, −3)
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) ✓ 𝑝𝑜𝑖𝑛𝑡 𝑠𝑙𝑜𝑝𝑒: 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 − (−3) = 8(𝑥 − 2)
✓ 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑠𝑢𝑏𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛
𝑦 + 3 = 8𝑥 − 16
𝑦 + 3 − 3 = 8𝑥 − 16 − 3 ✓ 𝑒𝑙𝑖𝑚𝑖𝑛𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 3
✓ 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑎𝑛𝑔𝑒𝑛𝑡 𝑙𝑖𝑛𝑒
 ∴ 𝑦 = 8𝑥 − 19
QUESTION 6

6.1 Importance of planning in the teaching of Mathematics.

• Planning establishes a specific goal and ensures that essential concepts, skills, and processes will be
included.
• Planning prepares the teacher to instruct on the learners. The learners will be challenged somehow,
the teacher will not offer obvious knowledge.
• The teacher gets an opportunity to avoid mistakes and unnecessary repetition. Also, the teacher will
get to anticipate the learners' difficulties.
• The curriculum will be delivered in a logical sequence. Math topics are in a continuum, develop from
certain basics. This also helps with managing time.

6.2
6.2.1 Pre-knowledge concepts grade 11 learners need to know before learning reduction formulae
in Trigonometry.
To learn reduction formulae in trigonometry, Learners needs to:
• revise the trigonometric ratios (sine, cosine, and tangent) for right-angled triangles, which they
learned in Grade 10.
• understand the following concepts and skills:
- Factorization – trigonometric expressions are factorized in the same way as a factorizing
algebraic expression. For example, differences of two squares:𝑥 2 − 𝑦 2 = (𝑥 − 𝑦)(𝑥 + 𝑦)
- Simplification of the trigonometric equations.
- Solve problems in the Cartesian plane.
- Be able to find the general solution of a given trigonometric equation.

Prior knowledge:
• Pythagoras theorem – tells us about the sides on right-angle triangles. 𝑖. 𝑒 𝑥 2 + 𝑦 2 = 𝑧 2
• Trigonometric identities – identities are used to simplify a trigonometric expression
• Co-functions - Co-functions allow us to write a ratio of sin in terms of cos and vice versa
• Special angles – are used to find exact values of expressions involving sine, cosine and tangent
values of 0, 30, 45, 60 and 90 degrees

Any trigonometric function whose argument is 900 ± 𝜃, 2700 ± 𝜃𝑎𝑛𝑑 360⁰ ± 𝜃 (hence −𝜃) can be
written simply in terms of 𝜃. For example, you may have noticed that the cosine graph is identical to
the sine graph except for a phase shift of 900 . From this, we may expect that sin 900 + 𝜃 = cos 𝜃.
6.2.2 REDUCTION FORMULAE

sin(90⁰ + 𝑥 ) + cos(180⁰ + 𝑥 ) sin(−𝑥 ) cos(𝑥 ) + (− cos(𝑥 )) (− sin(𝑥 ))

=
sin(180⁰) − tan(135⁰) sin(2 × 90⁰) − tan(180⁰ − 45⁰)

cos(𝑥) + (− cos(𝑥 )) (− sin(𝑥 ))

=
2 sin(90⁰) cos(90⁰) − tan(180⁰ − 45⁰)

cos(𝑥 ) + cos(𝑥) sin(𝑥 )

=
2(1)(0) − (− (tan(45⁰))

cos(𝑥 ) + cos(𝑥) sin(𝑥 )

=
0 + tan(45⁰)

cos(𝑥 ) + cos(𝑥) sin(𝑥 )

=
1

= cos(𝑥 ) + cos(𝑥) sin(𝑥 )

 SECTION C

QUESTION 7

The nature, characteristics, and application of:

1. the problem-centered approach in mathematics education

Problem-centred in mathematics is based on problem solving and presentation. It develops the

problem skills of learners while giving them insights into their current knowledge and the knowledge
they need to develop.

Characteristics of the problem-centered approach:

• Learning happens in a small group
• The teacher is more of a facilitator or a mentor
• The problem forms the basis or the stimulus to develop problem-solving skills.
• New knowledge can be acquired through learning that is self-directed

The teacher can pair learners in a group and gives them a task to solve. The teacher visits pairs and
may ask questions or watch silently but should not correct or guide them too obviously toward a
solution. After a given amount of time, learners present their solutions to the class, explaining their
methods as well as their answers. If another pair disagrees, they can present their solution, and the
class decides as a group which answer is correct and which method of obtaining it is easiest, most
appropriate, or most clever.

Learners thus have an opportunity to construct their strategies for solving problems and their
understanding of the mathematical concepts involved, and they are more likely to retain those
concepts longer if they had been given them by rote.

2. modeling in mathematics education, and

• Modeling allows learners to learn via problem-solving and can be appreciated as a significant
mathematics teaching and learning opportunity.
• Modeling goes beyond problem-solving in that the important questions of when and why problems are
solved as well as whose thoughts ideas and constructs are used when solving problems.
• It allows learners to verbalize their current ways of thinking and improve on these ways of thinking.
• Modeling tasks allow learners to produce meaningful solutions that keep the context of the problem in
sight. While learners work collaboratively on modeling tasks they do make sense and assign meaning
since they have to communicate their thinking and ideas while interacting mathematically with each
other to make progress.
• The modeling approach means that learners must display a wider and deeper understanding of the
problem.
3. the relationship between the two of them.

Both the problem-centered approach and the use of models in mathematics have the aim to help learners
construct concepts for themselves and in their minds. Models will be a tool used within the problem-
centered environment.

The theory of constructive education implies that learners should be actively involved in constructing their
understanding. Learners should be at the center of teaching activities and they should be helped to learn
skills. Opportunities should be created for them to construct knowledge. Through the problem-centered
approach, a real-world environment can be created with opportunities for reflective practices. In the process
of exploring and solving problems, learners will have the opportunity to construct knowledge through social
negotiation. Through the use of models, multiple representations of reality could be contemplated.
The use of models

features strongly in the environment that should be created for an effective problem-centered classroom.
Models and calculators can be used as thinking tools. In the problem-centered classroom, models can be
used to explore particular problems. Models can be used in the process of discovery and logical reasoning,
where learners establish the underlying regularity and order.
REFERENCES
Unisa Study guides
Tutorial letter 501/0/2017, SDMAT04
Tutorial letter 501/0/2020, TMS3725
Unisa Students: V. Odendaal
Bereiter, C 1992 Referent-centred knowledge and problem-centered knowledge: Elements of an educational
epistemology. In Interchange 23(4): 337-361.
B 2. Lester F. (1987). Teaching mathematical problem solving
Berkeley. 2012. Polya’s Problem Solving Techniques. Available at
https://math.berkeley.edu/~gmelvin/polya.pdf (accessed on 12 April 2019).
https://www.facultyfocus.com, Problem Based Learning
Vygotsky’s sociocultural theory of learning
www.academia.edu, Relational and Instrumentation
ylva-edu330elementarymathema, Elementary Mathematics
Haley Tietz: Elementary Education, Reading and Language Arts, Uiowa
Curriculum and Assessment Policy Statement (CAPS) Grades 10-2 Mathematics. Available at
http//www.education.gov.za
Schoenfeld, A. (1985). Mathematical problem-solving. New York: Academic Press.
 RESULTS
Total = 123 / 160 (77%)