MTH

11EF
FOUNDAT ION PHASE
MAT HE MAT ICS 1
COMPILED BY MRS. H. CLAASSENS
 Welcome !!
Bring prescribed textbook and study
guide to class
Contact me with any query
Contact details in the study guide
Appointment
Read your textbook and study
guide
 Learning Outcomes
Understand what Mathematics is Understand how and why
and how it is taught
Foundation Phase learners
acquire mathematical skills
See also learning outcome for each chapter
Developing an understanding of
number and number systems
And to support children’s acquisition
of concepts associated with numbers
and number systems
What is mathematics?
 Inborn abilities or Acquiring skills through
lived experiences (p. 4-5)
•Born with the ability to numerate Gain experience form day that are born through
everyday experiences – home, surroundings and
•Ability to count from 7 months old
communities
•As FP teacher – focus in teaching Set table at home – count
mathematics – assisting learners to become
Shopping – basic trading principles – add, subtract
numerate – understand the way world
- money
operates – use mathematics to be productive
Time and distance when traveling
•Mathematics requires its own kind of skill
Children construct or build own knowledge of
set
mathematics through lived experiences
•Maths - meaningful activity – help them Needs hands-on experiences – give meaning or
participate effectively in society understand things
 Solving problems (p. 5 – 17)
For learners to be able to solve the problem, the teacher needs to have understanding of how
the learners’ long-term memory will play a role.

Long-term  Stores various kinds of information

7 days of
memory  Compare long-term memory to filing
the week cabinet or documents folder on
Story of snow env computer
se

white and the  Each drawer or folder – appropriately

tip 49
of
les
ul =

seven dwarves
labelled when open – can find
M 7
7x

“pockets of information” – concepts

 Example: number 7.
 Amount of information differ form
Symbol 7 word
7 fingers
seven person to person
 Long-term memory works tandem
with working-memory
 Solving problems (p. 5 – 17)
For learners to be able to solve the problem, the teacher needs to have understanding of how
the learners’ long-term memory will play a role.

Working memory Working memory

 Fills space in brain – compared to scratchpad or notebook
 Work out answer to problem quickly – “jotting” down Example:
information
 Holds information for 3-8 seconds You have seven marbles and
 If anything interferes with the working memory while it accidently loose four. How many
will you have left?
attempts to work out the answer – information will be lost
 The long-term memory sends information to the working
Working memory will ask the long-
memory – where the problem can be solved
 term memory for information about
The more concepts are engaged – more detailed
• Concept of seven(7)
concepts become - better and faster – solve
• The concept of four (4)
problems
• What means to lose something
AIM – help learners make sense of their
(subtraction)
environment
 How we construct schemas of concepts and ideas about
our environment (p.8)

• Constructivism – how we come to know what we know

• Our sensations, perceptions and knowledge form part of who we are
• Gain knowledge of calculation – learners gain knowledge and form concepts from within
themselves – play and experiment with objects – knowledge is constructed internally
• Learners should engage in mathematics through concrete experiences
• Curiosity and discovery – basis of mathematical experiences in classroom
• Eventually lead them to form own ideas and deepen formulation of concepts in long-term
memories
• Should be actively involved in concrete experiences of mathematics, discuss and share
ideas – should think seriously and carefully about what they learn
• Become critical thinkers who are proficient in mathematics
 Construct schemas of concepts and ideas (p. 8 – 11)
Montessori: constructivist approach Vygotsky: zone of proximal Piaget : Theory of cognitive
(hands-on experience – concrete development development
material)
Children experience deep attention and Social interaction in cognitive Sensorimotor stage (birth to 2 years)
concentration when engaged in activities development interact environment – physical actions
(rolling, crawling, sucking, grabbing)
Repetitions of activities and skills Learners interact with environment Preoperational stage (2-7 years)
necessary for learning Not able to form abstract ideas
Well-organised learning environment – Learners interact with more (e.g numbers in the mind)
conductive for experiential learning knowledgeable person
Children given free choice of activity – The learner solves problem with support Forms hands-on experiences and visual
children show more interest in activities and guidance from teacher and representations.
Learning through manipulation of Individual ability of learner – solves Repeated experiences essential for
materials (discovery) problem on his own without input from learners development
others
Logical reasoning and deduction This two borders: Zone of proximal Concrete operations (7-11 years)
development Acquiring abundance of
knowledge/skills
One-on-one communication – teacher Knowledge acquisition – sharing From physical experiences – draw
support learners through individual knowledge between teacher and learner knowledge and skills come to
interaction sophisticated conclusions
Montessori: constructivist approach
Freedom of movement – teacher moving Knowledge acquisition does not happen
from group to group in isolation
Non traditional grading system (no
testing)
Many principles applied in
“constructivist classrooms”
It does pose some limitations ad might
not necessarily be the best approach for
all teaching situations
Critiques: method can be overly rigid
Free movement – individual choice too
“loose:
Too little room for imagination, social
interaction and play
Training teachers – fairly specific
Production use of specific materials too
expensive
Varying ages in one classroom -
impractical
Vygotsky: zone of proximal
development
Act of sharing knowledge between
learners and teacher
Learners engage with teacher
Guidance of teacher help learners –
think more logically – form
mathematical ideas and concepts
“help of others” – interaction between
peers in small groups
Interaction – teacher guides learners
through specific question
Critiques: Role of individual often
neglected – focus on collective social
learning
Zone of Proximal development does not
recognise motivation – influence
learning
Piaget : Theory of cognitive
development
Understand best –educational material
and activities refer to real-world
Concrete situations
Formal operations (11-15 years)
Knowledge base and cognitive
structures – resemble adults
Ability form abstract thoughts increases
Critiques: not fully encapsulate or
define children’s development
Underestimated some aspects of
development of young children – can
reach some stages earlier – projected
Three kind of knowledge required for developing mathematics skills
Physical Knowledge
 Combination of various kinds
of information – learner
discover and explore though
senses and manipulation of
objects
 Play and activities – harbour
the discovery of ideas
 Gain knowledge – engaging
senses to manipulate physical
objects
 Teacher provide concrete
experiences: numbers,
patterns, space and shape etc
 Classroom – discovery –
active participation
Social knowledge
 Personal experiences –
learnt form others
 Gain social knowledge –
when observe what others
are doing
 When explained to them
how society uses
knowledge
 Teacher show how society
write numbers
 Peer interaction – vital part
of learners’ development
 Share mathematical ideas –
become critical thinkers
 Will reach conceptual
understanding at own pace
Conceptual knowledge
 Internally constructed by
learner himself
 Once acquired – can reflect on
what they know, verbalise
mathematical thinking and re
able to tell others how they
know what they know
 Physical knowledge closely
coupled with social knowledge
= to arrive at conceptual
knowledge
 Conceptual knowledge adapts
and grows as learners gain
more experiences of concepts
 Using prior knowledge to explore
new concepts and ideas
 Applying 3 kinds of knowledge

• Counting to 10 – physically engaged in the counting

activity – manipulating ten objects.
• Saying the word for each object she counts and
seeing the symbol that is written for each number
• 10 is more than 5 (concept begins to form)
 In Foundation phase three kinds of knowledge will
entail that learners reach the following milestones:
 Understand mathematical concepts, operations and relations – need to be ale to count,
recognise numbers and symbols, understand how different numbers link with one another
– how we use concepts to understand quantity
 Will be skilled in carrying out procedures accurately, efficiently and flexibly – able to
adapt in various situations. Know how to calculate 6 + 7 using appropriate strategies
 Will be able to formulate, represent and solve mathematical problems. When encounter
real-world problem - be able to say what problem is – know how to represent the problem
(e.g. using symbols and pictures) and then find solution
 Will be able to think logically and reflect to explain and justify their thoughts (conceptual
knowledge as result of physical knowledge and social knowledge working together) Think
about steps they need to follow when finding solution. Explain their answers and reason
with others. Be able to listen to their peers
 Will see mathematics as being sensible, useful and worthwhile – believe in diligence and
their own efficacy when comes to mathematical abilities – will become more numerate
Teachers can support learners to become more proficient in
mathematics. This means that learners:

1. Can understand what they are doing

2. Can apply what they have learnt
3. Can reason about what they have learnt
4. Realise that they need to engage actively with a
problem
5. Need to be confident in doing calculations
The five strands of mathematical
proficiency (p.15 – 17) Conseptual
Conceptional understanding – recognise undertanding
concept and can name it
Know facts about concepts – apply facts
Use symbols, signs and words to explain
concepts
Use manipulatives that represent concept Productove Strategic
disposition competence
Strategic competence- think and use problem
Mathematical
solving techniques proficiency
Think about mathematical concept in various
ways – strategically competent
Procedural fluency – Perform the procedures
of mathematical operations easily and
accurately Procedural
Being independent Adaptive
reasoning fluency
Adaptive reasoning – learner can explain
model or strategy effectively
Productive disposition – self-efficacy – believe
in their own mathematic capabilities
Teacher – centred approach
Teacher decides what to
learn
Teacher design activities that
learners must complete and to
achieve goal
Teacher demonstrates step-by-
step method to solve problem
Learners receive information
passively from teacher
Only teacher evaluates learners’
work
VS Child-centred approach
Learners plan with the teacher
Learners with collaboratively with
each other – open-ended questions
set by teacher
Learners use own strengths and
prior knowledge of concepts to
solve problem
Active participants in constructing
knowledge
Monitor own learning – decisions
future learning
Effective learning through problem-solving takes place in
classroom where:
 Learners feel safe and secure
 Learners can feel free to make mistakes without judgement (mistakes are
seen as opportunities to learn)
 Learners are supported by fellow learners
 Learners can feel free to express their own ideas

Effective child-centred teaching and learning in the Foundation Phase

classroom entails proper organisation of the entire learning experience.
Whole class teaching  Whole class discussions – follow-up to problem
 General activity can be solving activities
presented to whole class  Discussion summary of smaller groups’ work
 Some instruction can be  Key concepts discovered and explored
added or changed –  Effective strategies for teacher to determine –
accommodate different learners acquired conceptual knowledge / identify
ability levels areas or concepts still need to be explored
 Withing group learners must
still have opportunity to
work at their own pace
 Very effective as part of
introduction to mathematical
lesson – count as group,
collectively recite a verse,
sing a song
 Applied – menta
computation instructions
 6 +3 rapid calculation
Small-group teaching  Encourage discovery at more suitable level for each
 Preferred over whole-class individual learner
teaching  Learners quickly realise when teacher groups them
 Beneficial to learners – according to individual abilities
communications is  Leads to labelling – should be avoided at times
supported in environment  Rather arrange learners in small groups of mixed
that is safe and non- abilities
threatening  Teacher can ensure – alle learners understand the
 Learners with learning work – each learner’s progress can be observed
barriers benefit more from effectively
small-group teaching due to
pace of instruction
 Learning can be adapted to
suit their needs
 No more that 6 to 8 learners
 Sit with teacher on carpet
 Engage in activities
Small-group teaching: take the following into consideration
 Create atmosphere of tolerance and acceptance
 let learners know that they can make mistakes – that is how they learn
 choose tasks that will challenge learners – problem-solving activities that
give the opportunity to think and reason
 support learners in all their endeavours
 consider having learners work individually on specific tasks – even within a
small-group setup
 follow-up with whole-class discussion work well at end of a lesson to help
learners gain closure on key ideas and strategies that were discovered during
activities
 Give clear instructions to the group – set clear expectations for each learner
within the group – each learner know what is expected of him
Hints that maybe helpful in planning activities for learners not
directly involved in small-group activities
 Can be placed in own “small groups” at desks – no more than 4 learners per group
 Groups arranged according to kind of mathematical exercises learners are engaged in
– different exercises can be given to individual learners within each group – prevent
them from copying other learners’ work
 Groups do not need to be static – can change from time to time to prevent labelling
 Appropriate mathematical activities should be provided – based on learner’s ability
level.
 too difficult or too easy will impact on learners’ behaviour
 Enrichment activities can be provided – when initially work is done
 Well-defined boundaries –be set for behaviour (no shouting, limited noise, no
wondering about)
 Learners should be taught to take responsibility for own learning – not copy work of
others
 How to plan a lesson
 Teacher has clear understanding of the outcomes of the lesson
 Understand his / her learners’ preferred learning styles
 Plans learning experiences that engages the multiple intelligence of learners
 Has a definite plan of how she will guide learners to gain new knowledge
 Knows what possible models and manipulatives his / her learners might need to
construct own knowledge
 Understands how assessment promotes learning
 Reflects on his / her lesson presentation to adapt it for future lesson planning

o Consider the three-part lesson design as useful preparation model for a teaching
and learning experience in classroom.
o This models support learners in acquiring the three kinds of knowledge that are
necessary to become proficient in mathematics
 Three-part lesson designe
1. “before” – Introductory phase – prepares learners mentally – revising work they have
done previously in class. Posing mathematical problem – learners use prior knowledge
(Physical knowledge) to come to solution. Learners explore concepts – interacting with
teacher and peers through hands-on activities (possible in whole-class situation).
Acquiring and displaying social knowledge
2. “during” Follow the introduction. Engages learners in using prior knowledge to
investigate new mathematical concepts. Usually structured around small-group activities
– learners integrate three kinds of knowledge interchangeably in order to form new
mathematical ideas
3. “after” Learners get opportunity to display conceptual knowledge – explaining their
strategies, methods or models that they have used to solve the problem. Usually whole-
class discussions
Three-part
lesson
design
Click icon to add picture

With Math… I can be anything…