MFPC 111

MATHEMATICS: FUNDAMENTALS OF
MATHEMATICS
Faculty of Education

MOD compiled by: Ms SJV Maree and Dr R van Niekerk

Revised: Ms SJV Maree
Copyright © 2024 edition. Review date 2025.
North-West University

No part of this MOD may be reproduced in any form or in any way without the written permission of the publishers.
It all starts here
 Ranked in the top 5% of universities globally by the QS-rankings
 Contributes the second largest number of graduates annually to the labour market

Dit begin alles hier

 As een van die top 5% universiteite wêreldwyd deur die QS-ranglys aangewys
 Lewer jaarliks die tweede meeste graduandi aan die arbeidsmark

Gotlhe go simolola fano

 Re beilwe mo gare ga diyunibesiti tse 5% tse di kwa godimo go ya ka peo ya maemo
ya QS
 Ngwaga le ngwaga go abelwa palo ya bobedi ka bogolo ya badiri mo maketeng ya
badiri
 NORTH-WEST UNIVERSITY

Module information
Module code MFPC 111

Module name Mathematics: Fundamentals of Mathematics

12 credits
Module credits This implies that you must spend a total of 120 hours to master the
outcomes of this module successfully.

NQF level 5
 You must have access to a computer because you are required to
hand in typed assignments according to the requirements given
for each assignment
 You must have internet access for e-Fundi use: Off campus
Prerequisites
 You have to be familiar with basic research skills as well, because
you will be expected to execute certain tasks for which you will
need to find, analyse or logically argue the information found in
articles and/or on the internet.

Additional resources or requirements to complete module successfully None

Lecturer and contact information for every campus

Mafikeng Potchefstroom Vaal Triangle

Name of
Susan Maree
lecturer(s)

Office
016 910 3141
telephone

E-mail address susan.maree@nwu.ac.za

Building and
Building A16, Office 130
office number
As on office door. Please As on office door. Please As on office door. Please
Consulting
make appointments via make appointments via make appointments via e-
hours e-mail. e-mail. mail.
Supplemental instruction Supplemental instruction Supplemental instruction
(SI) facilitators will offer (SI) facilitators will offer (SI) facilitators will offer
Additional
additional support such additional support such additional support such
support as tutorials, and as tutorials, and as tutorials, and
additional classes. additional classes. additional classes.

Introduction

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Purpose of the module:
The purpose of this module is to give students the opportunity to gain knowledge of the
fundamentals of effective teaching and learning of Mathematics in ECED (Early Childhood
Education and Development) with the focus on the Foundation Phase. This module also aims to
equip the student with the knowledge, skills and values required to become an effective
Foundation Phase teacher.

Teaching and learning in this module

This module establishes the basic competencies that a beginner teacher must acquire, which
include:
 A sound knowledge of learning and teaching theories and strategies for the effective
teaching and learning of primary Mathematics.
 The ability to communicate concepts, theories and views on effective mathematics teaching
and learning, verbally and in writing, via different technologies and media, in an accurate and
coherent manner.
 Knowledge of Foundation Phase learners and how they learn, while at the same time
understanding the needs of individual learners.
 Knowledge of Assessment as an integral part of teaching and learning in the Foundation
Phase.
 Monitoring of own learning progress, implement relevant learning strategies in Mathematics
to improve learning, and manage resources effectively to successfully realise task outcomes.

Module outcomes Assessment criteria

Upon completion of this module you should be able Students have mastered the outcomes if they
to: are able to:
 demonstrate a knowledge and informed  describe and explain:
understanding of:
(a) different forms of mathematical
(a) different forms of mathematical knowledge, knowledge, as well as various views
as well as various views on effective primary on effective primary Mathematics
Mathematics teaching and learning; teaching and learning;
(b) the different theories within the field of basic
mathematics relevant to ECED (with the (b) the different theories within the field of
focus on the Foundation Phase), basic mathematics relevant to ECED
(Focusing on the Foundation Phase);
(c) assessment in Foundation phase
mathematics, and (c) assessment principles, types,
(d) the development and construction of the instruments concepts, principles,
meaning of problem solving in primary assessment tasks that guides the
mathematics; type, forms, and instrument of
assessment to enable the assessment
 select, plan, implement and manage standard and of knowledge, skills, and values, and
non-standard procedures, rules, methods and
skills within the field of Mathematics in order to (d) the development and construction of
promote problem solving; the meaning of problem-solving in
 distinguish, evaluate and solve routine or new primary mathematics;
mathematical problems and to apply the solutions  select, plan, implement and manage
to support progress in the practice of higher-order standard and non-standard mathematical
thinking abilities during mathematical problem procedures, rules, methods and skills
solving; within the field of primary Mathematics, in
 communicate concepts, theories and views on order to promote problem-solving;
effective Mathematics teaching and learning,
verbally and in writing, via different technologies  distinguish, evaluate and solve routine or
and media, in an accurate and coherent manner, new mathematical problems and to apply

2
 with an understanding of copyright and rules of the solutions to support progress in the
plagiarism; practice of higher order thinking abilities
 monitor your own learning progress, implement during mathematical problem-solving;
relevant learning strategies in Mathematics to
improve learning, and manage resources  communicate mathematical concepts,
effectively to successfully realise task outcomes. theories and views on effective
mathematics teaching and learning,
verbally and in writing, via different
technologies and media, in an accurate
and coherent manner, with understanding
of copyright and rules on plagiarism; and

 monitor their own learning progress via

checklists, rubrics and peer evaluation to
establish if relevant learning strategies in
Mathematics were implemented to
improve learning, and resources managed
effectively in order to realize task
outcomes successfully.

Module plan:

Study Unit and theme hours Assignments

1
On efundi
The Curriculum and Assessment Policy
(Questions)
Statement (CAPS)
2
Dimensions of Mathematics On efundi
30 (Questions)

3
Teaching and learning in Mathematics education On efundi
30
(Education theories)

4
Mathematics in the 21st century On efundi
30 (Problem-solving/Word problems)

3
Assessment
Requirements for successful completion of the module
 Participation mark: minimum 40% to obtain admission to examination
 All practical tasks must have been completed and a minimum of 50% obtained for every task.
 Examination sub minimum: 50%
You need a final module mark of at least 50% to pass the module

Assessment plan:
A) Assessment that will count towards your participation mark (Formative assessment)
Assignments
Assignments have to be completed for assessment in the course of the semester. These
assignments must be handed in on prescribed dates. Each assignment will be marked
according to the assessment criteria indicated for the assignment, or otherwise according to
previously agreed assessment criteria.
No assignment will be accepted after the due date!
If the lecturer is able to prove copying of assignments (plagiarism) a mark of 0 will be
awarded for the assignment to all involved parties! No further opportunity to settle marks
lost in this regard will be provided to parties guilty of plagiarism.
Semester test
Scheduled in advance for specific dates in the test week.
B) Examination (Summative assessment)
C) Informal assessment that will support and give feedback on your learning
Class tests
10-15 minutes test can be scheduled in advance for specific dates.

Calculation of module mark:

A) Participation mark:
Semester test, class tests and assignment marks:
The participation mark is calculated by using of the semester test and assignment marks
in a 40:60 proportion.
B) Examination mark:
The examination paper will count a minimum of 100 marks, and 180 minutes will be
permitted for completion of the paper. The questions will be aimed at the learning outcomes
of each study unit, and the student will be expected to apply, evaluate, and critically argue
the knowledge the student have obtained during the module. A subminimum of 40% is
required for the paper to qualify for passing this module. Any result lower than 40% for the
paper thus implies that the student fails the module, notwithstanding his/her participation
mark.

Action verbs
The action verb list categorises the student’s expected performance according to the nature of the
cognitive requirements for mastering the outcomes of every study unit. They start with the lower
order cognitive requirements necessary for the demonstration of knowledge, understanding and

4
 contextual application to the higher order cognitive requirements of evaluation and creative
problem solving and synthesising.

Study material
Compulsory study material:

Bennett, A.B., Burton, L.J. & Nelson, L.T. 2007. Mathematics for Elementary Teachers.
8th ed. New York: McGraw-Hill.
DBE (Department of Basic Education). 2011. Curriculum and Assessment Policy
Statement (CAPS). Available at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).aspx
DBE (Department of Basic Education). 2013. Numeracy Handbook for Foundation
Phase Educators. Available at: www.thutong.doe.gov.za
Haylock, D & Manning, R. 2019. Mathematics explained for Primary teachers.
Naude, M. & Meier, C. (Eds). 2019. Teaching Foundation Phase Mathematics. 2nd Edition.
Pretoria: Van Schaik.
Troutman, A.P. & Hunsader, P.D. 2013. Mathematics: A Good Beginning, 8th Ed.
Pacific Grove, CA: Brooks/Cole.

Time management
Module administration E.g.: Hours per semester

Weeks per semester 12

Duration of lecture period 50 min = 0.83 hrs.

Lectures per week 2 periods per week 35
Tutorials per week 2 periods per week 23
Hours of practical work per semester 36
Other contact time per semester (h) 0
Other non-contact time per semester; 60
therefore study time (h)
Writing tests and examination 6
Total hours per semester 160

Warning against plagiarism

Plagiarism is a serious offence and you should familiarise yourself with the plagiarism policy of the
NWU. http://library.nwu.ac.za/copyright-and-plagiarism
Please refer to the Policy on Academic Integrity which is found on the following website:
http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/i-governance-management/policy/2P-
2.4.3.2_Academic%20integrity_e.pdf

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6
Study units
This is only an overview of the themes/topics with their outcomes, activities/assessment and study
material.

1 The Curriculum and Assessment Policy Statement (CAPS) for

Mathematics
Recommended time to master this study unit outcome: 40 hours

Overview of the study unit

In this study unit the focus is on the Curriculum Assessment Policy Statement (CAPS) for
Mathematics in the Foundation Phase. Special attention will be on the content areas, horizontal
curriculum, concepts that needs to be developed, assessment that includes the concepts,
principles, assessment tasks that guides the type, forms - and instrument of assessment to enable
the assessment of knowledge, skills, and values.

Learning outcomes
On completion of this study unit you should be able to:
 define the Curriculum and Assessment Policy Statement;
 identify and describe the content areas with examples;
 identify and describe the necessity of the horizontal curriculum;
 understand and apply concept development aimed at assessment;
 describe the process and concepts that needs to be in place to enable valuable assessment;
 identify what needs to be assessed;
 understand and apply the principles of assessment suitable for Foundation Phase
mathematics;
 understand and describe assessment tasks in Foundation Phase mathematics;
 identify and contrast the different types of assessment used in Foundation Phase
mathematics;
 identify and describe the different forms of assessment used to assess knowledge, skills and
values in Foundation Phase mathematics;
 describe the different assessment instruments suitable for Foundation Phase mathematics,
and
 indicate and apply the assessment instruments suitable to assess knowledge, skills, and
values in Foundation Phase mathematics.

Study material
 DBE (Department of Basic Education). 2011. Curriculum and Assessment Policy. Statement
(CAPS). Available at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).asp
x
 DBE (Department of Basic Education). 2013. Numeracy Handbook for Foundation
Phase Educators. Available at: www.thutong.doe.gov.za

7
 Assessment
Worksheets and Efundi test on all the work of this Study Unit.

2 Dimensions of Mathematics
Recommended time to master this study unit outcome: 20 hours

Overview of the study unit

In this study unit the focus is on defining mathematics, the different mathematical knowledge,
domains and proficiencies and the link to it in practise.

Learning outcomes
On completion of this study unit you should be able to:
 identify and explain the different major impacts on Mathematics;
 identify and contrast the different perceptions and beliefs about Mathematics;
 define Mathematics as a subject and as a language;
 explain the different kinds of knowledge in Mathematics;
 link the different kinds of knowledge in Mathematics with practice;
 describe the domains of mathematical knowledge and teaching, and
 explain the strands of mathematical proficiency.

Study material
 Handal, B. & Herrington, A. 2003. Mathematics teachers’ beliefs and curriculum
reform. Mathematics Education Research Journal, 15(1): 59–63.
 Haylock, D & Manning, R. 2019. Mathematics explained for Primary teachers.
 Naude, M. & Meier, C. (Eds). 2019. Teaching Foundation Phase Mathematics. 2nd Edition.
Pretoria: Van Schaik.
 Suh, J.M. 2007. Tying it all together. Teaching Children Mathematics, Oktober 2007:163-169.

Assessment
Worksheets and Efundi test on all the work of this Study Unit.

3 Teaching and learning in Foundation Phase Mathematics

Recommended time to master this study unit outcome: 30 hours

Overview of the study unit

In this study unit the focus is on learning theories, learning styles, describe and contrast of intern
and external representation as well as procedural and conceptual learning and the application of
the fundamentals of learning.

Learning outcomes
On completion of this study unit you should be able to:
 describe and link differences between internal representations of knowledge and external
representations;

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  describe and contrast procedural learning and conceptual learning;
 identify and contrast the different learning theories;
 Identify and contrast the different learning styles, and
 describe and apply the fundamentals of learning.

Study material
 Troutman, A.P. & Lichtenberg, B.K. 2003. Mathematics a Good Beginning. Belmond: Wadsworth.
(Reader)
 Haylock, D & Manning, R. 2019. Mathematics explained for Primary teachers. (Chapter 4)
 Naude, M. & Meier, C. (Eds). 2019. Teaching Foundation Phase Mathematics. 2nd Edition.
Pretoria: Van Schaik.
 Suh, J.M. 2007. Tying it all together. Teaching Children Mathematics, Oktober 2007:163-169.

Assessment
Worksheets and Efundi test on all the work of this Study Unit.

4 Mathematics for the 21st century

Recommended time to master this study unit outcome: 30 hours

Overview of the study unit

In this study unit the focus is on problem-solving, the problem-solving model and the different
levels of thinking abalities.

Study material
 Haylock, D & Manning, R. 2019. Mathematics explained for Primary teachers. (Chapter 4 & 5)
 Naude, M. & Meier, C. (Eds). 2019. Teaching Foundation Phase Mathematics. 2nd Edition.
Pretoria: Van Schaik.

4.1 Mathematical reasoning

Time recommended to master these study unit outcomes: 15 hours

Learning outcomes
On completion of this study unit you should be able to:
 identify and and apply different methods of mathematical reasoning theoretically and
practically;
 distinguish between higher-order and lower-order thinking abilities;
 identify and contrast cognitive, affective and metacognitive behaviour and abilities;
 indicate how both cognitive and metacognitive abilities can be taught and acquired;
 plan activities that require cognitive as well as metacognitive abilities;
 identify and contra examples and special cases;
 theoretically and practically explain hypotheses, axioms; and
 explain generalisation and creative thinking in Mathematics.

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4.2 Modelling and problem-solving
Time recommended to master these study unit outcomes: 15 hours

Learning outcomes
On completion of this study unit you should be able to:
 define and explain the three approaches to operations;
 define, describe and illustrate an understanding of Mathematics modelling;
 describe and implement the four-step problem-solving process;
 identify and plan different applicable types of problem-solving activities for learners on
different development levels of learning.
 discuss problems that Foundation Phase learners may encounter during problem-
solving, and
 judge the use of pocket calculators.

Assessment
Worksheets and Efundi test on all the work of this Study Unit.

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