This paper covers the foundational concepts of space, shape, and measurement in early childhood mathematics education. It delves into the importance of spatial awareness and the various sensory modalities involved in learning these geometric and measurement principles. The questions also explore st...
EMA1501 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE 25 September 2024
EMA1501 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE 25 September 2024
EMA1501 ASSIGNMENT 5 (COMPLETE ANSWERS) 2024 - DUE 25 SEPTEMBER 2024
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Emergent mathematics Ema1501 - Unisa
Question 1
The mathematical field of geometry is made up of concepts relating to space and shape – that is
why, in the Foundation Phase curriculum, geometry is often simply referred to as Space and
Shape.
1.1. Explain the importance of shape and space in emergent mathematics.
The importance of shape and space in emergent mathematics is that they provide the foundation
for children to understand the physical world around them. Concepts like size, position, and
spatial relationships help children make sense of objects, their properties, and how they relate to
each other. This lays the groundwork for more advanced mathematical understanding.
1.2. Discuss the role of visual, verbal, movement/kinesthetic and tactile skills in learning shape
and space.
Visual skills allow children to perceive and recognize shapes and spatial relationships.
Verbal skills help them describe and communicate about shapes and spatial concepts.
Movement/kinesthetic skills enable them to experience shapes and spatial concepts
through their own bodies and actions.
Tactile skills allow them to physically explore and manipulate shapes and objects in
space.
1.3. Differentiate between the concepts: position and direction. Provide an example of your own
for each concept.
Position refers to the location of an object, such as "in front of", "behind", "above", or "below".
Direction refers to the way an object is facing or moving, such as "forward", "backward", "left",
or "right".
Example for position: The ball is under the table.
Example for direction: The car is driving forward.
1.4. Design an obstacle course you could set out for grade R learners. Write down at least 5
instructions for the learners. (10) The instructions should use position and direction words.
Mention the materials you are going to use to design the obstacle course.
Obstacle Course Instructions for Grade R Learners:
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