Foundation Phase Mathematics

Flashcards covering key vocabulary and concepts in Foundation Phase Mathematics.

Mathematics

The science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects.

Mathematics in the Foundation Phase

Developing foundational mathematical skills such as problem-solving, critical thinking, reasoning, application, analytical thinking.

Learning Approach

A way in which learners acquire knowledge.

Traditional Approach

Learning approach that is teacher-centered, uses rote learning, structured lessons, and learners passively receive information.

Problem-Centered Approach

Learning approach that is student-centered, encourages critical thinking, uses flexible lessons, and learners actively participate in the learning process.

Traditional Approach to Learning

An approach to learning that is mainly teacher-directed, focuses on teaching textbooks, and involves less social interaction, with a focus on memorization.

Problem-Centered Approach to Learning

An approach to learning that centers on learners being the directors of their own learning, collaborative and interactive, with the teacher acting as a facilitator.

Development of Mathematical Knowledge in Traditional Approach

Worksheets and repetitive exercises, use of textbooks, structured learning, lack of critical thinking, and limited engagement.

Development of Mathematical Knowledge in Problem-Centered Approach

Hands-on activities, group discussions and projects, promotes deep understanding, encourages creativity and problem-solving.

Curriculum and Assessment Policy Statement (CAPS)

A document that is used to guide teaching & learning; outlines the content areas, resources to be used, support strategies, and assessments.

Concrete Thinking

Children make sense of mathematics through physical objects, using motor skills and tangible items to count, measure, and demonstrate patterns.

Concrete Thinking

It is hands-on, helps children to grasp content easier, makes use of manipulatives, and sparks children's interest.

Semi-Concrete Thinking

Pictures are used to represent physical objects, helping children to transition from concrete thinking.

Abstract Thinking

The ability to think of mathematical concepts without relying on physical objects, using symbols.

Abstract Thinking

Refers to symbol thinking.

Learning Theories

Explain how people acquire, process, retain, and recall knowledge during the process of learning.

Constructivism

An approach to teaching and learning based on the fact that learning is a result of mental construction.

Jean Piaget's Constructivism

Knowledge is constructed through prior experiences; learning is proceeded by assimilation, accommodation, and equilibration; teachers facilitate learning environments.

Lev Vygotsky's Constructivism

Knowledge is gained through social interactions; learning takes place in social settings; ZPD is central to this learning theory.

Behaviorism

Behavior is shaped by external forces and determined by others; desired behavior is reinforced by adults.

Behaviorism in Mathematics

The use of positive and negative reinforcement, clear rules, and feedback.

Cognitivism

Acquiring of knowledge takes place through mental processes; focuses on how children acquire, process, and store information.

Cognitivism in mathematics

Puzzle solving, storytelling, counting games, memory cards, building blocks, interactive reading

Curriculum and Assessment Policy Statement (CAPS)

A policy document that contains subject and assessment guidelines to provide structure in education.

Learning areas as per the CAPS document in mathematics education

Numbers, Operations & Relationships, Patterns, Functions & Algebra, Space & Shape, Measurements, Data handling.

Weighting

Provides a time guide in terms of how much time should be spent on a content area.

Informal Assessments

Used to assess progression and understanding.

Formal Assessments

Used to assess achievement at the end of learning.

Purpose of teaching patterns

Identify patterns, describe patterns, and complete patterns.

Foundation Phase Classroom

Classroom atmosphere that is welcoming, bright, eye-catching, safe, embraces diversity, supportive, interactive, and playful.

Foundation Phase mathematics classroom

Classroom atmosphere which are conducive learning space for the holistic development of children.

Mathematics learning

Learning through play

Learning resources in a mathematics classroom in the Foundation phase

Learning resources tools and materials designed to support and enhance students' understanding of basic mathematical concepts.

Importance of Appropriate Resources

Align with the cognitive, emotional, and physical development of young learners, enhancing understanding and engagement.

Developmentally appropriate resources

Resources that are interactive, promote curiosity/exploration, and accommodate diverse abilities.

Resources

Counting blocks, number cards, number charts, flashcards, board games, math storybooks.

Assessment according to CAPS

A continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment.

Purpose of assessment

Guides teaching methods, recognizes individual learning requirements, and measures curriculum achievement.

Pre-assessment

A method to establish learners' existing knowledge before starting a new unit.

Formal Assessment

Structured evaluations that measure student learning against set criteria or standards.

Assessments

Age-appropriate, developmentally appropriate, cater to various cognitive skills, and cover the content in multiple ways.

Continuous Assessment (CASS) in FP

Makes up 100% of learner achievement and comprises both informal and formal assessment.

Characteristics of Continuous Assessment (CASS)

Ongoing process that supports the growth and development of learners, providing feedback and catering to a variety of learner needs.