EMA1501/101/0/2023

Tutorial Letter 101/0/2023

EMERGENT MATHEMATICS
EMA1501

Year Module

Department of Early Childhood Education

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, EMA1501-2023-0, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
1.1 Getting started .............................................................................................................................. 4
2 OVERVIEW OF EMA1501 ............................................................................................................ 4
2.1 Purpose ........................................................................................................................................ 4
2.2 Outcomes ..................................................................................................................................... 4
3 CURRICULUM TRANSFORMATION ........................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 6
4.1 Lecturer(s) .................................................................................................................................... 6
4.2 Department ................................................................................................................................... 7
4.3 University ...................................................................................................................................... 7
5 RESOURCES ............................................................................................................................... 7
5.1 Prescribed book(s) ........................................................................................................................ 7
5.2 Recommended book(s) ................................................................................................................. 7
5.3 Electronic reserves (e-reserves) ................................................................................................... 8
5.4 Library services and resources ..................................................................................................... 8
6 STUDENT SUPPORT SERVICES ................................................................................................ 9
6.1 First-Year Experience Programme ................................................................................................ 9
7. STUDY PLAN ............................................................................................................................. 10
8 HOW TO STUDY ONLINE .......................................................................................................... 13
8.1 What does it mean to study fully online? ..................................................................................... 13
9. ASSESSMENT ........................................................................................................................... 13
9.1 Assessment criteria..................................................................................................................... 13
9.2 Assessment plan ........................................................................................................................ 13
9.3 Assessment due dates ................................................................................................................ 13
9.4 Submission of assessments ........................................................................................................ 14
9.5 The assessments ........................................................................................................................ 15
9.6 Other assessment methods ........................................................................................................ 15
10. ACADEMIC DISHONESTY ........................................................................................................ 15
10.1 Plagiarism ................................................................................................................................... 15
10.2 Cheating ..................................................................................................................................... 15
11. STUDENTS LIVING WITH DISABILITIES .................................................................................. 15
12. FREQUENTLY ASKED QUESTIONS ........................................................................................ 16

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13. SOURCES CONSULTED ........................................................................................................... 16

14. IN CLOSING ............................................................................................................................... 16
15. ADDENDUM ............................................................................................................................... 16
ANNEXURE: GLOSSARY OF TERM .................................................................................................... 18

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1 INTRODUCTION
Dear Student

Welcome to EMA1501.

This tutorial letter is linked to the module Emergent Mathematics (EMA1501). In this module you
will acquire knowledge, skills, attitudes and values on how to teach emergent mathematical
concepts which form the foundation for mathematical understanding. This is a year module and
is online (all information is available via the internet), meaning all learning material, support for
student will be electronically NO HARD COPY will be provided. This document will provide you
with all your formal assessment information.

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for EMA1501 on myUnisa frequently. The
website for your module is EMA1501-2023-Y].

1.1 Getting started

Owing to the nature of this module, you can read about the module and find your study material
online. Go to the website at https://my.unisa.ac.za and log in using your student number and
password. Click on "myModules" at the top of the web page and then on "Sites" in the top right
corner. In the new window, click on the grey Star icon next to the modules you want displayed on
your navigation bar. Close the window in the top right corner. Then select the option "Reload to
see your updated favourite sites". Now go to your navigation bar and click on the module you
want to open.

We wish you every success with your studies!

2 OVERVIEW OF EMA1501
2.1 Purpose

The purpose of this module is to empower graduates with skills, knowledge, values, competencies
and attitudes on how to teach emergent mathematics to learners in Grade R in the Foundation
Phase. Qualifying students will be able to apply relevant teaching strategies to help learners
develop numerical and mathematical competence in the early grades. Through this module,
students will acquire subject knowledge to improve practice in teaching emergent mathematics
as part of the curriculum. Furthermore, qualifying students will develop strong pedagogical
leadership skills and knowledge to integrate mathematics throughout their curriculum and to
extend learners’ understanding of mathematical concepts in a range of contexts

2.2 Outcomes

For this module, you will have to master several outcomes:

On completion of this module, you should be able to teach emergent mathematics effectively at
Foundation Phase level. It is expected that you would have achieved the following outcomes.
The outcomes and its associated assessment criteria are listed below.

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Specific outcomes and assessment criteria
Specific outcomes
1 Explain the purpose and rationale
of “emergent mathematics” in the
early grades.
2 Explain relevant strategies that can
be used to teach number concepts
and number sense in early grades
up to Grade R.
3 Explain the development of the
concept of patterns in emergent
mathematics.
4 Demonstrate an understanding of
space and spatial relationships in
emergent mathematics.
5 Explain concepts relevant to
measurement in emergent
mathematics.
EMA1501/101/0/2023
Assessment criteria
Explain what “emergent mathematics” is.
Apply relevant child development theories to
explain how children learn mathematics.
Identify and explain basic pre-mathematical
concepts related to emergent mathematics.
Explain how integrative play-based approaches
can be used to teach mathematical concepts.
Explain the importance of number sense in the
early years.
Describe how number sense is developed in the
early years.
Explain how basic types of technology can be
used to teach number concepts.
Explain what a pattern is.
Discuss the basic importance of patterns in the
teaching of emergent mathematics.
Explain the teaching strategies that could be used
to teach the concept of pattern identification to
early-grade learners.
Identify and explain important concepts related to
shape and space in emergent mathematics.
Discuss the role of shape and space in emergent
mathematics.
Explain how play can be used to enhance
mathematical development in relation to space and
shape.
Apply teaching strategies to teach the concepts of
space and shape.
Explain the importance of measurement in
emergent mathematics from a play-based
approach.
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 Identify and explain the primary concepts related
to measurement.

Apply strategies (using teacher-directed and free

play) to teach measurement in emergent
mathematics.

6 Explain data handling concepts Explain what data handling within the context of
relevant to emergent mathematics. emergent mathematics is.

Identify and explain the processes of data

handling.

Discuss strategies on how to teach data handling

in emergent mathematics.

7 Demonstrate an understanding of Understand the purpose of assessment in

the role, purpose and practice of emergent mathematics.
assessment within the context of
emergent mathematics. Evaluate basic assessment practices pertaining to
play-based learning in case studies.

Explain how learners’ mathematical knowledge

and skills can be assessed through play.

Design a basic assessment tool to assess learning

in emergent mathematics.

Interpret and analyse case studies.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies
and philosophies. All of these will be phased in at both programme and module levels, and as a
result of this you will notice a marked change in the teaching and learning strategy implemented
by Unisa, together with the way in which the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way within
the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

Lecturer’s name: Mrs S Mahan

Building and office number: 7/57 NS Radipere Building

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Department: Early Childhood Education

Telephone: 012 429 2272
E-mail: emahansj@unisa.ac.za

4.2 Department

You can contact the Department of Early Childhood Education as follows:

Mrs Lizzy Magolego

Telephone number : 012 429 4583
E-mail address : makgome1@unisa.ac.za

Direct all queries that are not of a purely administrative nature but that deal with the content of
this module to us. Please have your study material with you when you contact us. The e-mail
address and telephone numbers are indicated above.

4.3 University

If you need to contact the University about matters not related to the content of this module,
consult the publication Study @ Unisa, which you have received with your study material. This
publication contains information on how to contact the University (e.g. to whom you can write for
different queries, important telephone and fax numbers as well as the addresses and business
hours of certain facilities).

Always have your student number at hand when you contact the University.

Note that all administrative enquiries should be directed to study-info@unisa.ac.za. Enquiries

will then be channelled to the correct department.

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence

5 RESOURCES
5.1 Prescribed book(s)

There are no prescribed books for this module. The study guide (EMA1501) will be used.

5.2 Recommended book(s)

Clements, DH & Sarama, J. 2014. Learning and teaching early math. The learning trajectories
approach. 2nd edition. New York: Routledge.

Davin, R (ed). 2013. Handbook for Grade R teaching. Cape Town: Pearson.

Ebbeck, M & Waniganayake, M. 2010. Play in early childhood education. Learning in Diverse
contexts. South Melbourne: Oxford University Press.

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Geist, E. 2009. Children are born mathematicians: Supporting mathematical development birth
to age eight. USA: Merrill/Pearson.

Naudé, M & Meier, C. (eds). 2014. Teaching foundation phase mathematics: A guide for South
African students and teachers. Pretoria: Van Schaik.

Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

Alfieri, L, Brooks, PJ, Aldrich, NJ & Tenenbaum, HR. 2011. Does discovery-based instruction
enhance learning? Journal of Educational Psychology 103(1):1–18.

Ginsburg, HP, Lee, JS & Boyd, JS. 1997. Mathematics education for young children: What it is
and how to promote it. Social Policy Report 22(1):3–22.

Ramani, GB & Brownell, CA. 2014. Preschoolers’ cooperative problem solving: Integrating play
and problem solving. Journal of Early Childhood Research 12(1):92–108.

E-reserves can be downloaded from the library catalogue. More information is available at:
http://libguides.unisa.ac.za/request/request

5.4 Library services and resources

The Unisa library offers a range of information services and resources:

• For brief information, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. the services offered by personal librarians and
the request a literature search service offered by the information search librarians), go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training

The library has created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:

• Request and find library material/download recommended material:

http://libguides.unisa.ac.za/request/request
• Postgraduate information services: http://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
• Frequently asked questions about the library:
http://libguides.unisa.ac.za/ask
• Services to students living with disabilities:

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http://libguides.unisa.ac.za/disability
• A–Z of library databases:
https://libguides.unisa.ac.za/az.php
Important contact information:
• Ask a librarian: https://libguides.unisa.ac.za/ask
• Technical problems encountered in accessing library online services: Lib-
help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for
your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.
mailto:

6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also
true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance
and e-learning institution, and it is very different from face-to-face/contact institutions. It is a mega
university, and all our programmes are offered through either blended learning or fully online
learning. It is for this reason that we thought it necessary to offer first-time students

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additional/extended support to help them seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. We therefore offer a specialised student support
programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year Experience
(FYE) Programme, designed to provide you with prompt and helpful information about services that
the institution offers and how you can access information. The following FYE services are
currently offered:

• FYE website: All the guides and resources you need in order to navigate through your first
year at Unisa can be accessed using the following link: www.unisa.ac.za/FYE

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related
to your first-year studies (e.g. videos on how to submit assessments online).

• FYE mailbox: For assistance with queries related to your first year of study, send an e-mail
to fye@unisa.ac.za

7. STUDY PLAN

Use the table below to plan your studies for EMA1501 and use the Study @ Unisa publication for
general time management and planning skills.

WEEK STUDY
STUDENT ACTIVITY
NO. UNIT

1–5 1 Please refer to the CAPS Grades R to 3 documents.

Thorough reading and studying of study unit 1.

Complete all the self-evaluation activities in this study unit.

On completion of this study unit, you should be able to:

• explain what “emergent mathematics” is

• apply relevant child-development theories to explain how

children learn

• identify and explain basic pre-mathematical concepts related to

emergent mathematics

• explain how mathematical concepts are developed through an

integrative play-based approach

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6–10 2 Thorough reading and studying of study unit 2.

Complete all the self-evaluation activities in this study unit.

On completion of this study unit, you should be able to:

• define number sense

• explain the importance of number sense in the early years

• describe how number sense is developed in the early years

• explain how basic types of technology can be used to teach

number concepts

11–15 3 Thorough reading and studying of study unit 3.

Complete all the self-evaluation activities in this study unit.

On completion of this study unit, you should be able to:

• explain what a pattern is

• discuss the basic importance of patterns in the teaching of

emergent mathematics

• explain the teaching strategies that could be used to teach the

concept of pattern identification to early-grade learners

• explain the teaching strategies that could be used to teach the

concept of pattern identification to early-grade learners.

16–21 4 Thorough reading and studying of study unit 4.

Complete all the self-evaluation activities in this study unit.

On completion of this study unit, you should be able to:

• identify and explain important concepts related to shape and

space in emergent mathematics

• discuss the role of shape and space in emergent mathematics

• explain how play can be used to enhance mathematical

development in relation to space and shape

• apply teaching strategies to teach the concepts of space and

shape

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 22-26 5 Thorough reading and studying of study unit 5.

Complete all the self-evaluation activities in this study unit.

On completion of this study unit, you should be able to:

• explain the importance of measurement in emergent

mathematics from a play-based approach

• identify and explain the primary concepts related to

measurement

• apply strategies (using teacher-directed and free play) to teach

measurement in emergent mathematics

27–32 6 Thorough reading and studying of study unit 6.

Complete all the self-evaluation activities in this study unit.

On completion of this study unit, you should be able to:

• explain what data handling within the context of emergent

mathematics is

• identify and explain the processes of data handling

• discuss teaching strategies on how to teach data handling in

emergent mathematics.

33-37 7 Thorough reading and studying of study unit 7.

Complete all the self-evaluation activities in this study unit.

On completion of this study unit, you should be able to:

• explain the purpose of assessment in emergent mathematics

• evaluate basic assessment practices pertaining to play-based

learning in case studies

• explain how learners’ mathematical knowledge and skills can

be assessed through play

• design a basic assessment tool to assess learning in emergent

mathematics

• interpret and analyse case studies

38 - 42 1–7 Please revisit the different units of the study guide!!!

Revision, revision, revision!!!

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8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

To study fully online means you will need to use myUnisa to study and complete the learning
activities for this module. Visit the website for EMA1501 on myUnisa frequently. The website for
your module is EMA1501-2023-Y].

9. ASSESSMENT
9.1 Assessment criteria

Assessments are part of the learning material for this module. As you do the assessments, study
the reading texts, consult other sources, discuss the work with fellow students or tutors or do
research, you are actively engaged in learning. Look at the assessment criteria (stated in the
Table under 2.2) and those given for each assessment and the study plan (stated in the Table
under 2.2) to help you understand more clearly what is required of you.

9.2 Assessment plan

• To complete this module, you will be required to submit a number of assessments.

• All information about when and where to submit your assessments will be made
available to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on
the myModules site for this module.

• Your assessments will comprise a combination of MCQs (Multiple Choice

Questions) and written assessments.

• The module will be using CONTINUOUS ASSESSMENT only (NO Examination),

therefore, you need to complete ALL assessments

9.3 Assessment due dates

• There are no assessment due dates included in this tutorial letter.

• Assessment due dates will be made available to you on the myUnisa landing page
for this module. We envisage that the due dates will be available to you upon
registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due
dates for the submission of the assessments.

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9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study
material, assessments and engagements with your lecturer and fellow students will
take place online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be
completed. This is an online system that is used to administer, document, and deliver
educational material to students and support engagement between academics and
students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2023 button to access the online sites for the modules that you are
registered for.

• The university undertakes to communicate clearly and as frequently as is necessary

to ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared
with you.

• When you access your myModules site for the module/s you are registered for, you
will see a welcome message posted by your lecturer. Below the welcome message
you will see the assessment shells for the assessments that you need to complete.
Some assessments may be multiple choice, some tests, others written assessments,
some forum discussions, and so on. All assessments must be completed on the
assessment shells available on the respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101) and are only made available online. You must therefore access
the quiz online and complete it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone
find it difficult to navigate the Online Assessment tool on the small screen and often
struggle to navigate between questions and successfully complete the quizzes. In
addition, cell phones are more vulnerable to dropped internet connections than other
devices. If at all possible, please do not use a cell phone for this assessment
type.

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• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete
the assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the
myModules site of the modules that you are registered for. Before you finalise the
upload, double check that you have selected the correct file for upload. Remember,
no marks can be allocated for incorrectly submitted assessments.

9.5 The assessments

As indicated in section 9.2, you need to complete ALL assessments for this module.

9.6 Other assessment methods

There are no other assessment methods applicable to this module.

10. ACADEMIC DISHONESTY

10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.

10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract
cheating).
For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11. STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.

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If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact (name and e-mail address of the lecturer must be
inserted) to discuss the assistance that you need.

12. FREQUENTLY ASKED QUESTIONS

The Study @ Unisa publication contains an A–Z guide of the most relevant study information.

13. SOURCES CONSULTED

EMA1501. 2019. Emergent Mathematics Learning Guide. University of South Africa.
Unpublished.

14. IN CLOSING
I wish you all the best for the academic year!

15. ADDENDUM
For all written assessments, you need to complete the Honesty Declaration form.

The purpose of this declaration form is to ensure that this assessment is authentic (real and
genuine) and that actual learning took place. You must complete and sign this declaration form.
Should this form not be signed or should you commit plagiarism, your assessment will not be
marked.

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DECLARATION BY STUDENT

I, ………………………………………………..…………………………………….…………..….
(full name of student),

hereby declare that:

1) all the work presented in this portfolio is my own, and

2) I fully understand the consequences of plagiarism

Student signature ……………………..……….. Date ………………….…………………....

Student number ………………………….. Contact number …………………………

Witness:

Signature ………………………….. Date ……………..…………………....

Contact number …………………………………………………………………………..………

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 ANNEXURE: GLOSSARY OF TERM

English isiZulu SePedi Afrikaans Xitsonga isiSwat S isiXhosa isiNdebel TshiVend

i Sotho e a

Math Izibalo Dipalo Wiskunde Tinhlayo Tibalo Dipalo Izibalo Iimbalo Dzimbalo
Addition Ukuhlang Go Optel Hlangani kuhlan ho Ukudiba ukuhlang Tangany
anisa tlhakany sa ganisa kopan nisa anisa a
a ya
Subtracti Ukususa Go Aftrekking Susa kususa ho Ukuthab Khupha Tusa
on ntsha tlosa atha
Shapes Umumo Dipopeg Vorms Xivumbe Timo Sebop Iimilo Ubujamo Tshivhu
o ko eho mbelo
Measure Isilingani Tekanye Meting Mpimo silinga Momet Imilingan iinlingani Tshikalo
ment so tso niso ho iselo so
Assessm Ukuhlola Tlhatlho Assesserin Kukambe kuhlol Kanan Uhlolo ukuhlola uTola
ent bo g la wa elo

Numbers izinamba Dinomo Getalle Tinombor tinamb dinom Amanani Iinombor Nomboro
ro o a oro o
Counting Ukubala Go bala Tel Hlaya Kubala ho Ukubala Ukubala Uvhalela
bala
Fractions Amaqhez palopha Breuke Xiphemu tincezu digeo Amaqhez ifraktjhini Zwipida
u tlo u

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