Verb doing Mathematics Action required by the Example of a mathematical

learner during the process of activity that demonstrate the

mathematising
1) Investigate Finding a pattern or other
conjecture, seeking the logical
interconnections that constitute
proof, and organizing the
results in a way that can be
presented coherently.
2) Construct Geometrical construction
means drawing lines, line
segments, shapes, circles and
other figures accurately using a
ruler, a compass, or a protractor.
3) Explain Reasoning includes justifying
and explaining one's
mathematical ideas, and
communicating them using
mathematical language and
symbols.
4) Predict The process of finding out the
forthcoming steps or results on
the basis of any proof or
confirmation.
5) Conjecture A conjecture is a conclusion or
a proposition that is proffered
on a tentative basis without
proof.
action
Investigate the following
pattern: 2, 4, 6,..
What can you state about the
pattern without using any
mathematical formulae?
Construct a parallellogram with
one side 4cm and the other side
6cm. The angle between the
one set of sides is 80º.
Explain what steps you would
take to solve the pattern in (1):
2, 4, 6, …?
Predict what the 8th term in the
pattern in (1) is going to be
without using any formulae.
What conjecture can you make
about the pattern in (1): 2, 4, 6,
… by solving the patterns
formula? Is it true of all linear
patterns?

1.2.1) I first look for instances that would test students' past understanding of ideas they ought to
be familiar with when I need to teach a new mathematical subject. To make sure that
students understand the fundamental concepts before introducing and working with new
ones, for instance, I would choose examples from Grade 7 while teaching a new concept in
Mathematics in Grade 8. Usually, I get my examples from old tests, Math study aids, or
textbooks from the prior grade. I attempt to gather as many different instances as I can to go
through with the students when choosing examples for a new concept. They could be
exposed to the many methods used to solve problems using numerous examples in this way.

1.2.2) Theory can be intimidating, but using real-world examples can help students respond to
questions more calmly. The advantage of utilizing examples is that students can see the
visual computations needed to solve problems step-by-step. It might help us comprehend the
mathematical theory better. Additionally, examples may be used extensively in that they may
offer a wide variety of permutations for answering particular queries. Students' skills in
solving mathematical problems will advance as they continue to solve examples.

The shortfall of using examples are that they could be restrictive in that you might exclude
one that illustrates a different kind of method. Using too many examples could make pupils
confused. It may take a lot of time if numerous examples are used.
1.2.3) Why are examples important when teaching mathematics?, 2022,
<https://www.smartick.com/blog/mathematics/examples-important-when-teaching mathematics/>

Powerful math teaching strategy, 2022 , <https://www.serpinstitute.org/math-by-example>

Franke, M. L., Kazemi, E., & Battey, D. (2007) Mathematics teaching and classroom
practice. In F. K. Lester, Jr.(Ed.), Second Handbook of Research on Mathematics Teaching
and Learning (pp. 225–256). Charlotte, NC: Information Age Publishing.

Watson, A., & Mason, J. (2006). Seeing an exercise as a single mathematical object: Using
variation to structure sense-making. Mathematical Thinking and Learning, 8(2), 91–111

Groupwork with Andre Lloyd. Student number: 60649666

Louis Schultz. Student number: 67446787

2.1.1) Because they worry that the teacher or other students will make fun of them for being
incorrect, students can develop severe anxiety when asked to respond to questions in class.
Due to their fear of being incorrect, students often choose not to respond. Teachers will have
a difficulty because if pupils don't ask questions, they won't know whether or not they grasp
the material being done in class.
Giving students questions with multiple possible solutions has proven to be the most
effective method for me. The idea that you learn more if you speak up and have a
conversation will hopefully be reinforced because learners will be more likely to participate
if there is no correct answer. Due to the fact that students will have to interact with others
and contribute, group work can also be quite beneficial. Due to the fact that not everyone
holds the same opinions, this might encourage student participation and help them realize
the value of dialogue.
The major reason that communication is crucial for learning is because it provides the
framework for comprehending. In addition to getting the right answers on a test, students
must also comprehend the work they are performing. To accomplish this, communication is
necessary.

2.2.2) Misconceptions are when learners conceptually misunderstand a concept. This will result in
students being able to answer simple questions and give the impression that they
comprehend ideas, but this will entirely depend on students "knowing" the procedure and/or
steps they must take to answer a question. This is a risky game that the students play since it
may seem to the teacher that they understand what is going on and feel comfortable, but the
teacher has no idea that the student may know the approach but not understand why they are
using it or even what they will be doing.
Because they don't understand the new concepts, learners will certainly struggle with those
that expand on the concepts they seem to already understand. The teacher will next attempt
to reinforce the ideas the student is currently working with, although the issue is with
something that was dealt with in the past. Due to the fact that the issues reside in previously
completed tasks, this then has the effect of causing students to answer questions incorrectly
without being aware of or understanding what they are doing incorrectly. The learner's faults
at this point may appear to the teacher to be straightforward blunders, but they are actually
conceptual errors.
2.2.3) Always explaining the concepts and not simply giving instances will be the first step. A
learner can answer any question if they comprehend the topic, not just the one they are now
answering. Unfortunately, this does not imply that students will always pay attention. No
matter how essential we believe the task to be or how important we tell the students it is, as
educators we must always have the attitude that students don't always want to learn.
Therefore, before allowing them to proceed to the next phase, we must test them to ensure
that their comprehension is accurate. In order to do this, we must start shifting away from
conventional testing and toward projects.
Investing more time in a concept's development and application than just answering a few
questions one morning. Unfortunately, this is not always achievable, therefore the next best
thing is to put up the test so that comprehending the concept behind it is required rather than
just knowing the procedure. The notion that students must advance at predetermined
intervals rather than as a result of accomplishments will also contribute to some of the issue.
Even if it means that they will only complete school later in life but with a better
comprehension of the work they performed, learners need to be given the chance to work
and learn at their own pace.

2.2.4) - LADMMM6 Study Guide, Teaching Mathematics (SP Subject Didactics)

- New Research Makes a Powerful Case for PBL (Project Based Learning),
<https://www.edutopia.org/article/new-research-makes-powerful-case-pbl

- Understanding Difficulties and Resulting Confusion in Learning,

<https://www.frontiersin.org/articles/10.3389/feduc.2018.00049/full>

- Factors leading to poor performance in mathematics by Isack Michael,

<https://core.ac.uk/download/pdf/44684738.pdf>

- Misconceptions and Associated Errors in the Learning of Mathematics Place Value in

South African Primary Schools: A Literature Review,
<https://www.researchgate.net/publication/351771596_Misconceptions_and_
Associated_Errors_in_the_Learning_of_Mathematics_Place_Value_in_
South_African_Primary_Schools_A_Literature_Review>
- Addressing Maths Misconceptions: The 4-Stage Process To Identify And Correct
Misconceptions,
<https://thirdspacelearning.com/blog/addressing-misconceptions-process/>

2.3.1) The study focused on code switching—the blending of terms from two languages—by
educators as they transition between the language of education and the language of
mathematics, which is supported by the idea that mathematics has its own language.

2.3.2) Language barriers or a lack of comprehension of some concepts lead to code switching. As
they feel more at ease in the code of their choosing, learners might use code switching to
speed up a dialogue. Additionally, this helps students express themselves more effectively
because a limited vocabulary can be upsetting and unsettling. Another reason why students
 swap codes is to stand out and express support for a certain group. Code switching is a
method a teacher might use to help students in a diverse classroom.

2.3.3) Code switching is an essential component of the contemporary classroom and offers a
variety of benefits. The main goal of code flipping is to foster an atmosphere where students
may freely express themselves. Without the strain of having to perform it in a language they
do not completely understand, learners have the opportunity to become familiar with
complicated mathematical vocabulary and concepts. It is now simpler for students to
comprehend and advance in mathematics thanks to this method of teaching and learning.

2.3.4) - Sanchez et al, 2018, Code-Switching Explorations in Teaching Early Number Sense,
<https://files.eric.ed.gov/fulltext/EJ1174980.pdf>

- Yusob et al, 2017, Code-Switching in Mathematics Classroom: Relationship between

Students’ Attention and Attitude and their Learning Success,
<https://www.researchgate.net/publication/328190768_CODE-
SWITCHING_IN_MATHEMATICS_CLASSROOM_Code-
Switching_in_Mathematics_Classroom_Relationship_between_
Students'_Attention_and_Attitude_and_their_Learning_Success