TMN3704/Assessment 2/0/2025
ASSESSMENT 2
Teaching Mathematics in the Intermediate Phase
TMN3704
Year module
DEPARTMENT OF MATHEMATICS EDUCATION
ASSESSMENT 2
BARCODE
Rubric
Open Rubric
TMN3704/1ASSESSMENT 2/0/2025
Dear Student
HOW TO APPROACH THE ASSIGNMENTS
This tutorial letter contains an exposition of the requirements for the assignments for
TMN3704. Before you start your assignments, make sure that you go through Tutorial
Letter 101 for important information on teaching, learning, assessment and how to
search for information. When doing the assignments, also ensure that you understand
what you have been asked to do. Check the marks for your assignments and what
percentage of the final mark they constitute. This will help you to decide how much time
to spend on each.
Read the assignment questions or tasks slowly and carefully. As you do, ask yourself the
following:
• What is the question about? What is the topic?
• What does the question mean?
• What do I have to do?
Avoid tedious explanations, repetition and unnecessary information. However, support
your descriptions or explanations with relevant sources, writing the information in your
own words. I want to hear your voice, opinion and views. An assignment must be
provided with adequate headings and sub-headings, which must be numbered clearly
and consistently. Formulate your point of departure and provide reasoned arguments to
support and qualify it. Take care of the technical quality of the document when writing
the assignment. This includes using the required referencing style (preferably APA 7th
edition or Harvard) and adding a list of references.
Remember that citations appear within the body of your essay and references appear
at the end of your essay, in a special format.
Please note that assessment file/written assignments/assignment answers mean the
same thing in the context of this module.
To complete this module, you will be required to submit four compulsory assignments
(read more about this in Tutorial Letter 101). Table 1 provides additional information on
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assignments.
TABLE 1: Information on assignments
FORMATIVE AND SUMMATIVE ASSESSMENTS
Assignment Unique Weighting Due date Type of questions and
number number the cognitive level(s)
of each assignment
01 147740 10% 20250506@23:00 Multiple-choice
questions/QUIZ
Knowledge and
understanding
02 152676 20% 20250604 @ 22:00 Short questions
Knowledge and
understanding
03 186132 30% 20250709 @19:00 Multiple-choice
questions/QUIZ
Knowledge and
understanding
04 143205 40% 20250814 @ 18:00 Short questions
Knowledge and
understanding
Formative Contributes 40% towards the final mark
assessment
Summative Contributes 60% towards the final mark
assessment
MARKING GUIDES
The memoranda and rubrics serve as guides to mark your assignments.
Very important information
• Ensure that you always check for new information under the tabs Additional
Resources and Announcements on myUnisa.
• Use the services of e-tutors to assist you in this journey.
MORE INSTRUCTIONS
• Your ASSESSMENT file must be submitted under the correct module code.
Assessment files that are submitted under incorrect module codes will not be
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marked. Read the instructions carefully and save the file in the required format
(YourStudentNumber_ModuleCode, e.g., 12345678_TMN3704.pdf).
• Remember to complete the Honour Pledge (declaration of academic honesty,
see the last page of this tutorial letter) for each assignment (02 and 04) and
attach it to your assignment file and submit it as one PDF document.
• Make sure all your pages are converted into a single PDF document for
uploading. The file must be saved as a PDF document before it can be
submitted. You can only submit one assessment file. Please do not submit
individual pages.
• Students must upload their assessment file in a single PDF file (your assessment
file must not be password protected or uploaded as "read-only" file).
• NO e-mailed assessment file will be accepted.
• Students are advised to preview their submissions (assessment files) to ensure
legibility and upload the correct assessment file.
• Students suspected of dishonest conduct will be subjected to disciplinary
processes. UNISA has zero tolerance for plagiarism and/or any other forms of
academic dishonesty.
• Once you have submitted, you will receive a confirmation message on the screen.
Make a screen copy for your records. This is your proof that your assessment
file was submitted. It is advisable to print this page or make a screen capture for
record purposes.
• There will be four compulsorya formative assessments and one summative
assessment in the form of an examination, each contributing a specific percentage to
the promotion mark. Please note that all assessments are compulsory. Read Tutorial
Letter 101 thoroughly and with understanding.
NB: ASSIGNMENT WILL BE UPLOADED INCREMENTALLY(gradually or in parts).
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GOOD LUCK AND STAY FOCUSED.
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ASSIGNMENT 02: COMPULSORY
FOCUS: SHORT QUESTIONS ON TEACHING
AND LEARNING MATHEMATICS
CONTRIBUTES 20% TO YOUR YEAR MARK
UNIQUE NUMBER: 152676
DUE DATE: 20250604 @ 22:00
NO EXTENSION WILL BE GRANTED.
1.1 The National Curriculum Statement Grades R-12 serves to equip learners,
irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-
fulfilment, and meaningful participation in society as citizens of a free country.
What are your thoughts on this view? In other words, you need to state your
opinion, provide reasoning and present a balanced perspective. (4)
1.2 One strategy that you could use to connect mathematical ideas is
personification. It is a figure of speech in which human qualities/attributes are
given to inanimate (non-human) objects or the representation of an abstract
quality/idea in a human form. It is advisable to use this strategy for Grade 4
learners. Select a topic in Mathematics from a specific grade and demonstrate
how you can illustrate this strategy. Provide three examples (6)
1.3 a. Using examples from mathematics, differentiate between relational and
Instrumental understanding and explain how they differ. (4)
b. Although relational understanding is often thought to be a better alternative
to instrumental understanding, when do you regard each type of understanding
as useful, particularly in Mathematics? Provide one example in each case to
support your discussion. (6)
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1.4 a. Discuss the significance of integrating societal context into mathematics
teaching and how this approach can influence learners' perspectives on the
subject. (2)
b. The indigenous games should focus on practical application and societal
relevance. What is your opinion on this statement? (2)
c. What challenges do you anticipate in incorporating indigenous games to
enhance the teaching of Mathematics? Mention three. (3)
d. How could these challenges impact learners’ perspectives on the subject? (2)
1.5 Develop an activity for the intermediate phase learners that covers ‘routine
procedures and problem-solving’ cognitive assessment levels. Choose any topic
from the content area, Measurement. (8)
1.6 Thematic teaching, which focuses on themes such as celebrations, current issues,
and learners' interests or hobbies, can promote and enhance students'
understanding of various phenomena or concepts. Design an activity to illustrate
how you could build awareness of the natural disasters that normally occur in the
world. Your activity should be guided by the mathematics concepts and skills you
want to develop. Refer to Section 3 of the CAPS document. (6)
1.7 Evaluate the statement that “teachers should identify their learners' individual
learning styles and design instruction accordingly”. Use three examples to illustrate
how a particular mathematical concept may be taught using different learning
styles. (9)
1.8 a. Compare and contrast problem-solving and demonstration approaches to
describe their pedagogical technique in mathematics teaching and learning. (6)
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1.9 The teachers implement the following activity to support learners in constructing
knowledge. Learners are required to count all the triangles of any size they can
identify in Figure A.
Each teacher approached the activity in a manner he/she believed would be
most effective in promoting conceptual understanding.
Teacher 1 provides her learners with a formula for determining the number of
triangles
Teacher 2 allows her learners to actively engage in exploring, experimenting,
and discovering concepts to determine the number of triangles
Teacher 3 puts his learners into groups of five and have them discuss the best
strategy to solve this problem, providing clarity during the discussion and
encouraging them to report what the group discovers.
Teacher 4 brings scissors, coloured pencils demonstrating how to count the
number of triangles and highlight to them what is given. He asked them to use
the given information to solve the problem.
Discuss each teacher's view on what constitutes effective learning. (8)
1.10 The general view is that there is no preferred method or approach to teaching
and learning Mathematics. What is important is to ensure that you, as the teacher
differentiate your lesson/teaching based on ability and provide sufficient support
so that all learners in your lesson make good progress. Use examples to
demonstrate how you can use a practical work approach to enhance the teaching
of fractions. (10)
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1.11 According to Hiebert et al. (1997), effective Mathematics teaching begins with
learners' understanding and knowledge of the topic. What is the implication of this
statement? Motivate your answer. (4)
1.12 How could you, as the teacher use social/affective strategies to build a positive
atmosphere in a mathematics classroom? Mention three ways. (3)
1.13 Briefly discuss how brainstorming as the teaching approach could support the
effective learning of ‘Transformation’(mathematics concept). Provide examples to
justify your argument. (6)
1.14 What are the advantages of using media when teaching and learning
mathematics? Mention five. (5)
1.15 How can you, as the teacher, help learners use a clock or watch as a learner-
centered resource to develop their understanding of percentages? Additionally, it
is essential to include a sketch of a clock/watch for reference. (6)
Total [100]
UNISA
2025
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STUDENT DECLARATION OF ACADEMIC HONESTY
DEPARTMENT OF MATHEMATICS EDUCATION
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
You need to include a completed and signed copy of this form when you submit all your assignments
for this module.
Assignments without the form will be cancelled and returned unmarked.
The Department of Mathematics Education places specific emphasis on integrity and
ethical behaviour with regard to the preparation of all written work submitted for academic
assessment.
Although your lecturers can provide you with information about reference techniques
and guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard.
Should you at any time feel unsure about the requirements, you must consult your
lecturers before you submit any assignment.
You are guilty of plagiarism when you extract information from a book, article, web
page or fellow student without acknowledging the source and submitting it as your own
work. In truth, you are stealing someone else's property. You may not use another
student's work. You may not allow anyone to copy or use your work with the intention
to submit it as his/her own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned.
Plagiarism is a serious violation of the University's regulations and may lead to
expulsion.
The declaration must be attached to the assessment file (written assignments). Your
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assignment will be cancelled and returned unmarked if you do not include a fully
completed and signed declaration form.
TMN 3704 Assignment 02_2025
I (full names):
Student number: Module:
Declare the following:
1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
2. I declare that this assignment is my own original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I gave the proper
acknowledgement and included a complete reference list.
3. I did not use another current or previous student’s work and submitted it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submitting it
as his or her own work.
Signature Date:
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