QUESTION 3

Theoretical perspectives in teaching and learning Mathematics

3.1. In teaching the topic 'Data handling', show how you can apply the following theoretical perspectives jointly:

3.1.1. Behaviourism

3.1.2. Cognitivism

3.1.3. Constructivism

3.2. List the additional sources/references used in question 3

QUESTIONS 4

Refer to activity 2.2.1 in your study guide.

4.1. Choose your own content area/theme, topic and design an activity that will engage Senior phase learners at concrete and formal operational stages.

4.2. Discuss how your activity will address the stages in 4.1.

4.3. Two teaches are tasked to teach the concept 'construction of a perpendicular bisector of line segment AB'. One teacher believes in socio-constructivism ala Vygotsky and the other believes in cognitive constructivism ala Piaget. Describe How each of the two teachers would teach the concept.

QUESTION 3 Theoretical perspectives in teaching and learning Mathematics 3.1. In teaching the topic 'Data handling', show how you can apply the following theoretical perspectives jointly: 3.1.1. Behaviourism 3.1.2. Cognitivism 3.1.3. Constructivism (9) 3.2. List the additional sources/references used in question 3 (3) [18] QUESTIONS 4 Refer to activity 2.2.1 in your study guide. 4.1. Choose your own content area/theme, topic and design an activity that will engage Senior phase learners at concrete and formal operational stages. (6) 4.2. Discuss how your activity will address the stages in 4.1. (4) 4.3. Two teaches are tasked to teach the concept ' construction of a perpendicular bisector of line segment AB'. One teacher believes in socio-constructivism ala Vygotsky and the other believes in cognitive constructivism ala Piaget. Describe How each of the two teachers would teach the concept. (10) [20]ACTIVITY 2.2.1 QUADRILATERALS AND THEIR DIAGONAL PROPERTIES a) Transfer rectangle ABCD to your mind. In your mind, pull B to the left and D to the right. . What happens to diagonal lengths AC and BD? . What happens to the lengths AB, BC, CD and DA? Imagine you pin ABCD on a soft board at M. Can you still pull at B and D? What happens to the size of the angles? Are there congruent angles? . What do you suspect about the lengths AM and MC? and BM and MD? Are all rectangles parallelograms? Are all parallelograms rectangles? b) Transfer rhombus EFGH to your mind. 38 TMS3726/501/0/2020 In your mind, push on E until the rhombus becomes a square. . What happens to the size of angles E, F. G and #7 E H . What happens to the lengths EF, FG, GH and HE? F G What happens to diagonal lengths EG and FH? . Explain how it is possible that the angles around M stay 90