Ace Maths Unit One: Exploring What It Means to 'Do' Mathematics (pdf)

UNIT

Unit One: Exploring What It Means To
‘Do’ Mathematics
From the module:
Teaching and Learning Mathematics in Diverse Classrooms

South African Institute for Distance Education (SAIDE)

Copyright
© South African Institute for Distance Education (SAIDE), 2008

The work is licensed under the Creative Commons Attribution-Non-commercial-Share Alike 2.5
South Africa license. To view a copy of this license, visit

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South African Institute for Distance Education (SAIDE)

Box 31822
Braamfontein
2017
South Africa

Fax: +27 11 4032814
E-mail: info@saide.org.za
Website: www.saide.org.za

Acknowledgements
The South African Institute for Distance Education (SAIDE) wishes to thank those below:

For adapting and revising the module:

Ingrid Sapire – writer

Tony Mays – writer

Commonwealth of Learning (COL) – for the OER instructional design template

Andre Plant – for the illustrations

Tessa Welch – project manager

For participation in preparing and piloting the module:

Judith Inglis (University of the Witwatersrand)

Sam Kaheru / Nicholas Muthambi (University of Venda)

Sharon Mc Auliffe (Cape Peninsula University of Technology)

Ronel Paulsen / Barbara Posthuma (University of South Africa)

Tom Penlington (RUMEP at Rhodes University)

Thelma Rosenberg / Sally Hobden (University of KwaZulu-Natal)

Ingrid Sapire (RADMASTE, University of the Witwatersrand)

Marinda van Zyl / Lonnie King (Nelson Mandela Metropolitan University)

For permission to adapt the following study guide for the module:

UNISA (2006). Learning and teaching of Intermediate and Senior Mathematics (ACE ME1-C).
Pretoria: UNISA

For permission to use in Unit One:

RADMASTE Centre, University of the Witwatersrand (2006). Chapters 1 and 2, Mathematical
Reasoning (EDUC 263).

UNISA (2006). Study Units 1 and 2 of Learning and Teaching of Intermediate and Senior Phase
Mathematics.

RADMASTE Centre, University of the Witwatersrand (2006). Number Algebra and Pattern
(EDUC 264).

Stoker, J. (2001). Patterns and Functions. ACE Lecture Notes. RUMEP, Rhodes University,
Grahamstown.

Unit One: Exploring What It Means To ‘Do’ Mathematics

Contents
How the unit fits into the module 1
Overview of content of module ........................................................................................ 1
How this unit is structured ................................................................................................ 3

Unit One: Exploring What It Means To ‘Do’ Mathematics 5
Welcome ........................................................................................................................... 5
Unit outcomes ................................................................................................................... 6
An introduction to mathematics education ...................................................................... 7
The history of mathematics education ........................................................... 7
Mathematics education in South Africa today ............................................... 8
Why is educational change needed in South Africa?..................................... 9
What is mathematics? People’s views ......................................................... 11
How does the new mathematics curriculum define mathematics? .............. 13
What does it mean to ‘do’ mathematics? ........................................................................ 15
Contrasting perceptions of teaching school mathematics ............................ 18
Mathematics as a science of pattern and order ............................................ 19
‘Doing’ mathematics .................................................................................... 21
The verbs of doing mathematics .................................................................. 25
What is basic mathematics? ......................................................................... 27
An environment for doing mathematics ...................................................... 29
Examples of doing mathematics ..................................................................................... 32
LO1: Doing an activity involving operations .............................................. 33
LO2: Doing an activity involving patterns .................................................. 35
LO3: Doing an activity involving space and shape ..................................... 37
LO4: Doing an activity involving measurement .......................................... 38
LO5: Doing an activity involving data handling ......................................... 38
Reflecting on doing mathematics................................................................. 40
Exploring pattern in Mathematics................................................................................... 41
Repeating patterns ........................................................................................ 41
Growing patterns .......................................................................................... 43
Unit summary ................................................................................................................. 52
Self assessment ............................................................................................................... 53
References ....................................................................................................................... 54


How the unit fits into the module

Overview of content of module
The module Teaching and Learning Mathematics in Diverse Classrooms
is intended as a guide to teaching mathematics for in-service teachers in
primary schools. It is informed by the inclusive education policy
(Education White Paper 6 Special Needs Education, 2001) and supports
teachers in dealing with the diversity of learners in South African
classrooms.

In order to teach mathematics in South Africa today, teachers need an
awareness of where we (the teachers and the learners) have come from as
well as where we are going. Key questions are:

Where will the journey of mathematics education take our learners? How
can we help them?

To help learners, we need to be able to answer a few key questions:

What is mathematics? What is mathematics learning and teaching in
South Africa about today?

How does mathematical learning take place?

How can we teach mathematics effectively, particularly in diverse
classrooms?

What is ‘basic’ in mathematics? What is the fundamental
mathematical knowledge that all learners need, irrespective of the
level of mathematics learning they will ultimately achieve?

How do we assess mathematics learning most effectively?

These questions are important for all learning and teaching, but
particularly for learning and teaching mathematics in diverse classrooms.
In terms of the policy on inclusive education, all learners – whatever their
barriers to learning or their particular circumstances in life – must learn
mathematics.

The units in this module were adapted from a module entitled Learning
and Teaching of Intermediate and Senior Mathematics, produced in 2006
as one of the study guide for UNISA’s Advanced Certificate in Education
programme.

The module is divided into six units, each of which addresses the above
questions, from a different perspective. Although the units can be studied
separately, they should be read together to provide comprehensive
guidance in answering the above questions.

1

Unit One: Exploring What It Means To ‘Do’Mathematics

Unit 1: Exploring what it means to ‘do’ mathematics

This unit gives a historical background to mathematics education in
South Africa, to outcomes-based education and to the national curriculum
statement for mathematics. The traditional approach to teaching
mathematics is then contrasted with an approach to teaching mathematics
that focuses on ‘doing’ mathematics, and mathematics as a science of
pattern and order, in which learners actively explore mathematical ideas
in a conducive classroom environment.

Unit 2: Developing understanding in mathematics

In this unit, the theoretical basis for teaching mathematics –
constructivism – is explored. Varieties of teaching strategies based on
constructivist understandings of how learning best takes place are
described.

Unit 3: Teaching through problem solving

In this unit, the shift from the rule-based, teaching-by-telling approach to
a problem-solving approach to mathematics teaching is explained and
illustrated with numerous mathematics examples.

Unit 4: Planning in the problem-based classroom

In addition to outlining a step-by-step approach for a problem-based
lesson, this unit looks at the role of group work and co-operative learning
in the mathematics class, as well as the role of practice in problem-based
mathematics classes.

Unit 5: Building assessment into teaching and learning

This unit explores outcomes-based assessment of mathematics in terms of
five main questions – Why assess? (the purposes of assessment); What to
assess? (achievement of outcomes, but also understanding, reasoning and
problem-solving ability); How to assess? (methods, tools and techniques);
How to interpret the results of assessment? (the importance of criteria and
rubrics for outcomes-based assessment) ; and How to report on
assessment? (developing meaningful report cards).

Unit 6: Teaching all children mathematics

This unit explores the implications of the fundamental assumption in this
module – that ALL children can learn mathematics, whatever their
background or language or sex, and regardless of learning disabilities
they may have. It gives practical guidance on how teachers can adapt
their lessons according to the specific needs of their learners.

During the course of this module we engage with the ideas of three
teachers - Bobo Diphoko, Jackson Segoe and Millicent Sekesi. Bobo,
Jackson and Millicent are all teachers and close neighbours.

Bobo teaches Senior Phase and Grade 10-12 Mathematics in the former
Model C High School in town;

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Jackson is actually an Economics teacher but has been co-opted to teach
Intermediate Phase Mathematics and Grade 10-12 Mathematical Literacy
at the public Combined High School in the township;

Millicent is the principal of a small farm-based primary school just
outside town. Together with two other teachers, she provides Foundation
Phase learning to an average 200 learners a year.

Each unit in the module begins with a conversation between these three
teachers that will help you to begin to reflect upon the issues that will be
explored further in that unit. This should help you to build the framework
on which to peg your new understandings about teaching and learning
Mathematics in diverse classrooms.

.

How this unit is structured
The unit consists of the following:

Welcome to the unit – from the three teachers who discuss their
challenges and discoveries about mathematics teaching.

Unit outcomes.

Content of the unit, divided into sections.

A unit summary.

Self assessment.

References (sources used in the unit).

3


Unit One: Exploring What It Means To ‘Do’
Mathematics

Welcome

“Eish!” remarked Jackson, “This was a tough week. I started by trying to
get my IP learners to identify number patterns and many of them seemed
to battle to identify all but the most obvious patterns. Then I found myself
having to repeat almost the same struggle with my Maths Lit learners. I
ended up teaching almost the same content to both groups; it’s like my
Grade 10 learners missed out all the earlier work.”

“You’ll get used to it,” responded Bobo. “Every time I want to teach a
new concept, I find myself having to go back and revise things I thought
they’d already mastered. I think you’re right that whole chunks of Maths
get left out in earlier grades. I think the problem starts with a poor grasp
of the basics. I don’t know what happens at the beginning.”

“Well,” replied Millicent, “we do our best. We do a lot of practical work
with objects like bottle tops and stones to try to get them to really
understand numbers and then we build on that to introduce them to basic
operations. We seem to get on best when we don’t tell them that they’re
doing Maths! It’s like as soon as they hear the word “maths” they freeze
up. Just this week, for example, I had my Grade 3s working in groups of
six and pretending to be in a taxi. They had to take turns at being in the
front seat and sorting out the change. When they thought they were
playing, they seemed to get on OK but as soon as I gave them some sums
to practice, they started to make mistakes.”

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Think about the following:
1 Have you ever started to teach a maths concept then found yourself
having to go back to repeat something that you thought learners had
already mastered? Does this happen in some areas more than in
others? How do you respond?
2 Millicent makes an interesting point about learners’ attitudes. Have
you ever had a similar experience? Why do you think this sometimes
happens?
3 For Jackson, “doing maths” involves looking for number patterns
among other things; for Millicent it involves working with concrete
objects, playing roles and doing sums. What does “doing maths” mean
to you? Do you think it means the same to your learners? How could
you find out?
Comments

It would be useful to compare your responses to these questions with
those of some of your colleagues. We suspect that there will be a lot of
similarities but also a few differences. Come back to your responses to
these questions once you have worked through Unit 1 to see if your
thinking has changed in any way.

Unit outcomes
Upon completion of Unit One you will be able to:

Discuss critically the thinking that the traditional approach to teaching
mathematics rewards the learning of rules, but offers little opportunity
to do mathematics.

Explain the phrase ‘mathematics is a science of pattern and order’.
Outcomes
Evaluate a collection of action verbs that is used to reflect the kind of
activities engaged by the learners when doing mathematics.

Construct a list of features of a classroom environment considered as
important for learners engaged in doing mathematics.

Think about appropriate and interesting activities to help learners
explore the process of problem-solving through number patterns and
logical reasoning.

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An introduction to mathematics
education
The word ‘mathematics‘ comes from the Greek word máthema which
means ‘science, knowledge, or learning’; the word mathematikós means
‘fond of learning’. Today, the term refers to a specific body of knowledge
and involves the study of quantity, structure, space and change.

Mathematics education is the study of the practices and methods of
teaching and learning mathematics. Not only does the term mathematics
education refer to the practices in classrooms, but it also refers to an
academic discipline.

Before we get into what it means to ‘do’ mathematics, let us have a brief
look at the historical background to mathematics education. There have
been so many changes in the curriculum and assessment in recent years
that it is important to understand the context in which there has been the
need for these changes.

The history of mathematics education
Mathematics is not a new discipline - it has been around for centuries.
Elementary mathematics was part of the education system in most ancient
civilisations, including Ancient Greece, the Roman Empire, Vedic society
and ancient Egypt. At this time a formal education was usually only
available to male children of wealthy families with status in the
community.

In the times of Ancient Greece and medieval Europe the mathematical
fields of arithmetic and geometry were considered to be ‘liberal arts’
subjects. During these times apprentices to trades such as masons,
merchants and money-lenders could expect to learn practical mathematics
relevant to their professions.

During the Renaissance in Europe mathematics was not considered to be
a serious academic discipline because it was strongly associated with
people involved in trade and commerce. Although mathematics continued
to be taught in European universities, philosophy was considered to be a
more important area of study than mathematics. This perception changed
in the seventeenth century when mathematics departments were
established at many universities in England and Scotland.

In the eighteenth and nineteenth centuries the industrial revolution led to
an enormous increase in urban populations, and so basic numeracy skills,
such as the ability to tell the time, count money and carry out simple
arithmetic, became essential in this new urban lifestyle. This meant that
the study of mathematics became a standard part of the school curriculum
from an early age.

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By the twentieth century mathematics was part of the core curriculum in
all developed countries. However, diverse and changing ideas about the
purpose of mathematical education led to little overall consistency in the
content or methods that were adopted. At different times and in different
cultures and countries, mathematical education has attempted to achieve a
variety of different objectives. At one time or other these objectives have
included the teaching of:

basic numeracy skills to all school pupils

practical mathematics to most pupils, to equip them to follow a trade
or craft

abstract mathematical concepts (such as set theory and functions)

selected areas of mathematics (such as Euclidean geometry or
calculus)

advanced mathematics to learners wanting to follow a career in
mathematics or science.

Mathematics education in South Africa today
At school level, mathematics is often viewed as empowering, and as a
means of access to further education, and is offered at all grade levels.
However, the level of success in mathematics education in South African
schools is very low. In the 1998/99 repeat of the Third International
Mathematics and Science Study (TIMSS – R), that was written by Grade
8 learners, South Africa was ranked last of the 38 nations who
participated in the study for mathematics. This study included other
developing countries. The South African learners scored the lowest
across all five topics in mathematics. In the 2003 TIMSS study, South
Africa was ranked last of 46 participating nations. This poor performance
shows that the majority of South African learners in Grade 8 have not
acquired basic knowledge about mathematics and lack the understanding
of mathematical concepts expected at that level. This situation is
compounded by a huge drop-out rate amongst learners and the fact that
many mathematics teachers are not adequately qualified to teach the
subject.

Outcomes Based Education (OBE) was introduced into South African
schools in 1994. The curriculum changes brought about by OBE are
currently being implemented in the FET band in schools nationally. This
means that schools have moved out of the old system where mathematics
in secondary schools was offered at two levels, namely Higher Grade and
Standard Grade. During this time many schools only offered Standard
Grade mathematics while some schools did not offer mathematics at all.
The new curriculum was implemented in grade 10 in 2006, and the first
grade 12’s to write new curriculum exams will write in 2008. Within the
structure of the OBE curriculum all schools now have to offer all learners
mathematics up to Grade 12. The choice for learners will be between
mathematics and mathematical literacy. Mathematics will suit those
learners who wish to further their education in fields which require
certain essential mathematical knowledge. Mathematical literacy provides

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an alternative which will equip learners with a more contextualised
knowledge of mathematics related functions performed in everyday life.

The performance data for the Senior Certificate examination in 2003
showed that:

Less than 60% of all candidates chose to do mathematics as an exam
subject at either the Standard Grade or the Higher Grade level.

Approximately 35% of all candidates passed mathematics with only a
small fraction of these passing on HG.

There are a number of reasons for South Africa’s poor performance in
mathematics.

South Africa is one of the most complex and heterogeneous countries in
the world. Van der Horst and McDonald (1997) point out educational
problems which all contribute to the current crisis in education in South
Africa. Some of these problems include:

the challenge of providing equal access to schools

the challenge of providing equal educational opportunities

irrelevant curricula

inadequate finance and facilities

shortages of educational materials

the enrolment explosion

inadequately qualified teaching staff.

These problems imply that change is needed in the South African
educational system.

Why is educational change needed in South Africa?
According to Van der Horst and McDonald (1997), as a result of the
divisions which existed during the apartheid era, learners were not always
taught to appreciate the different aspirations and perspectives of people
who were different, and many did not receive adequate educational and
training opportunities during this era. This disadvantaged them greatly.
This means that educational change must provide equity in terms of
educational provision and promote a more balanced view, by developing
learners’ critical thinking powers and problem-solving abilities.

There is a need for a people-centred, success-oriented curriculum that
will grant people the opportunity to develop their potential to the full. The
new curriculum in South Africa attempts to adequately cater for these
needs. The philosophy that underpins the new curriculum is that of
Outcomes Based Education (OBE).

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What is outcomes-based education (OBE)?

OBE is a learner-centred, results-oriented approach to learning which is
based on the following beliefs:

All individual learners must be allowed to learn to their full potential.

Success breeds further success. Positive and constructive ongoing
assessment is essential in this regard.

The learning environment is responsible for creating and controlling
the conditions under which learners can succeed. The atmosphere
must be positive and learning is active.

All the different stakeholders in education such as the community,
teachers, learners and parents share in the responsibility for learning.

This approach proposes a shift away from a content-based, exam-driven
approach to schooling. Instead learners are required to achieve specific
learning outcomes for different phases within each subject. Learner
centred activities form an integral part of the new curriculum and the
emphasis is on encouraging learners to be instruments of their own
learning, whether they work individually or in groups.

Outcomes-based education can be described as an approach which
requires teachers and learners to focus their attention on two things (Van
der Horst, McDonald, 1997):

1. The desired end results of each learning process. These desired
end results are called the outcomes of learning and learners need
to demonstrate that they have attained them. They will therefore be
continuously assessed to ascertain whether they are making any
progress.

2. The instructive and learning processes that will guide the
learners to these end results.

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In the light of what you have read so far, reflect on your mathematics
teaching and write answers to the following questions:
1 Write about your experiences as a teacher of mathematics. You should
write about a page, describing at least one good experience and one
Activity 1 bad experience.
2 Write a short paragraph saying why you have chosen to do an ACE in
mathematics education.
3 Have you been aware of the importance of mathematics as a subject
that can empower the learners in your classes? If yes, say how you
have tried to help them be empowered. If no, say how you might
encourage them in the future.
4 Write a short paragraph summarising the key things you know about
the National Curriculum Statement (NCS) for the GET or FET
curriculum, depending on the level at which you are teaching.
What other course/s have you attended that relate to the new
mathematics curricula?

Do you have a copy of any of these curricula? If yes, have you
read it?

Do the other teachers at your school who teach mathematics know
about the new curricula?

What is mathematics? People’s views
Most people acknowledge that mathematics is an important subject at
school. However very few really understand what mathematics is about
and what it means to ‘do’ mathematics. People often define mathematics
as being about a collection of ‘rules’: arithmetic computations,
mysterious algebraic equations or geometric proofs that need to be learnt
in order to pass an examination. In general, people tend to feel that they
are ‘no good at mathematics and that it is difficult’.

Such people often believe that:

Mathematics requires a good memory

Mathematics is based on memorisation of facts, rules, formulas and
procedures

You have to have a special brain to do mathematics

Mathematics is not creative

There is a best way to do a mathematics problem

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Every mathematics problem has only one correct answer and the goal
is to find THE answer

Mathematics problems are meant to be solved as quickly as possible

Mathematics is all symbols and no words

Boys are better at mathematics than girls

School mathematics is useless

Mathematics is exact and there is no room for innovation, estimation
or intuition.

Much of this restricted (even negative) view of mathematics stems from
very authoritarian (which some people have called ‘traditional’)
approaches to the teaching of mathematics. In such ‘traditional’ teaching,
the teacher ‘tells’ or explains a mathematical concept or idea to learners.
The teacher ‘tells’ the learners how to ‘use’ a mathematical idea in a
certain way in order to get a correct answer. The learners then practise the
method and rely upon the teacher to tell them the correct answers. This
way of teaching produces a follow-the-rules, computation-driven,
answer-oriented view of mathematics. Learners exposed to this way of
teaching accept that every problem has only one solution and that they
cannot solve a problem without being told a ‘solution method’ before
hand. The ‘rules’ often do not make sense to the learners and there is
little excitement in lessons, particularly if you cannot remember the rule!

Some students doing a Post Graduate Certificate in Education (PGCE) at
a South African university were asked to define mathematics. This is
what they wrote:

Jay

Mathematics is the solving of numerical problems using specific rules
and laws. Certain methods are applied to solve equations and obtain an
answer which is either definitely right or wrong.

Richard

Mathematics is a discipline which uses one’s cognitive abilities to solve
numerical arguments. Mathematics deals with numerical properties of
abstract ideas and physical things. Mathematics uses symbols to represent
quantities and operations and functions. Operations manipulate numerical
ideas and functions show the relationships between numerical ideas.
Maths is an accepted method for interpreting the world. Maths is a
universal language, maths is human numerical consciousness.

Jane

Mathematics is the means by which we get a hold on the real world and
try to make sense of it. The emphasis in the phrase “doing mathematics”
is on the verb “doing”. This is not an exercise in semantics but, on the
contrary, a confirmation of the ability of mathematics to provide the

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ropes of measurement for a myriad of real life problems. In short,
mathematics is constructed by society as a tool to handle the abstract as
well as the concrete.

Mpho

Mathematics is part of everyday life, whether apparent or inconspicuous.

Kelebogile

Mathematics is a group of concepts relating to numbers, patterns, shapes
and their relationships or behaviour.

Thabo

Mathematics is the study of figures/numbers and how they are used in
everyday life and their application to solve complex problems.

Refilwe

Mathematics is an idealised, abstract system of representation used to
represent quantity. It is useful as it can be used to precisely model aspects
of reality and make precise and accurate predictions.

An alternative view of mathematics is that it involves ‘making sense’ of
mathematical ideas, patterns and information. This is reflected in some of
the student definitions that you have just read. That it involves ‘figuring
out’ how to approach problems; about finding and exploring regularity in
patterns and making sense of relationships; about finding patterns and
order all around us, for example in art, in buildings and in music. This is
the view taken by the new mathematics curriculum in South Africa.

How does the new mathematics curriculum define
mathematics?
The introduction to the National Curriculum Statement (NCS) for GET
and FET mathematics defines mathematics based on certain
characteristics of the discipline:

Mathematics enables creative and logical reasoning about
problems in the physical and social world and in the context of
mathematics itself.

It is a distinctly human activity practised by all cultures .

Knowledge in the mathematical sciences is constructed through the
establishment of descriptive, numerical and symbolic
relationships.

Mathematics is based on observing patterns which, with rigorous
logical thinking, leads to theories of abstract relations.

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Mathematical problem solving enables us to understand the world
and make use of that understanding in our daily lives.

Mathematics is developed and contested over time through both
language and symbols by social interaction and is thus open to
change.

This means that mathematics:

Is something that people create or invent. They can discuss and argue
about their creation and in the process reach a shared understanding of
what it is;

Enables creative thinking;

Enables logical thinking;

Is based on patterns that lead to abstract ideas;

Helps us solve problems in the real world;

Helps us solve problems in the world of mathematics;

Helps us better understand the world;

Uses symbols and language to develop reasoning skills and to make
meaning;

Is always changing because the shared understanding reached may be
overthrown or extended as the development of mathematics continues.

The NCS goes on to say how mathematics can help and empower
learners and describes how the NCS can enable learners to achieve the
critical and developmental outcomes for the discipline. It describes how
the teacher and learners can ‘do’ mathematics in the classroom.

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1 How do you experience NCS in your classroom practice? Reflect on
your own practices and explain how you apply the above
principles/guidelines:
Are we developing learners who are confident and independent
Activity 2 thinkers?

Are we working at closing the gap between the classroom and real
life in all its complexity?

How would you know whether or not the outcomes have been
achieved in a lesson?

2 As a teacher of mathematics, there must have been occasions when
you have wondered ‘What is mathematics?’
a Write a paragraph saying what you think mathematics is.
b Write a paragraph saying what you think mathematicians do.
c Ask three people in your community (a learner, a teacher who
doesn’t teach mathematics and another mathematics teacher) what
they would answer to a) and b) above. Write their answers down.
d Write a paragraph describing the similarities and differences
between the responses you received in c).

What does it mean to ‘do’
mathematics?
How would you describe what you are doing when you are doing
mathematics? In the rest of this chapter we are going to explore what it
means to ‘do’ mathematics. It is fine to come to this point with whatever
beliefs were developed from your previous mathematics experiences.
What we hope is that after you have worked through this unit you will
have realised that it is not fine to accept outdated ideas about
mathematics and expect to be a quality teacher. Combining the best of the
old ideas with fresh ideas about teaching and learning will enable you to
become a better quality mathematics teacher.

Fasheh’s (1982) description of the teaching of mathematics is very
similar to that given by many learners:

The classroom is highly organised.

The syllabus is rigid.

The textbooks are smartly fixed.

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Mathematics is considered as a science that does not make mistakes.
There is one correct answer to every question and one meaning to
every word and that measuring is fixed for all people and for all times.

Direct instruction remains the dominating mode of teaching in
mathematics.

In this approach to teaching the learners are not ‘doing’ mathematics. No
wonder many learners find mathematics a dull and unstimulating subject.

The students who gave definitions of mathematics above were also asked
to say what “doing mathematics” involved. This is what they wrote:

Jay

When you do mathematics you are looking at an equation and identifying
which method or rule you will need to apply in order to solve the
equation and then applying these rules in order to obtain the correct
answer.

Dikaledi

Doing mathematics is the writing of those descriptions. It is the using of
mathematical language, to write “poetry” underpinned with the rules of
logic and reason which not only describes but also solves and reasons a
problem, and is verifiable.

Richard

When you do mathematics you analyse problems and use numerical
methods to solve them. You apply definitions which are always true to
reach reliable answers.

Akane

Doing mathematics amounts to mathematization of a real world problem,
the provision of a solution to the problem, the explanation of the solution
and the translation of mathematics into everyday language.

Mpho

Among other things one may do in mathematics, is data handling, spatial
perception, data manipulation, formulae, interpretation of shapes and
figures, estimation of distance, volume, area mass, to find a gradient,
addition, subtraction, division and multiplication. A good mathematical
mind is one that probes, questions and does not take all the content of text
books without a proper dimensional analysis.

Thabo

When you do mathematics you do calculations, measurements, and
estimations to actually solve a particular problem. The calculation done
may solve problems like optimum amounts required to run the production
process efficiently. When doing mathematics you can predict what the

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situation is going to be for a particular process. For example, looking at
rate one may calculate projected figures for a product sale.

Refilwe

The process of doing mathematics involves representing the aspects of
reality that relate to a certain problem in precise numerical terms.
Mathematics can then be used to produce precise solutions that will be as
accurate as the assumptions upon which your mathematical formulation
was based.

These views show that the students who wrote them have been exposed
to a range of different types of mathematics teaching styles, from the
more formalised authoritarian to a more flexible constructivist approach.
Spend a bit of time thinking about what each of them has said, and what
this shows about the ways in which they have been taught mathematics.

Your classroom experience

1 Write down at least five ideas/viewpoints of your own about what it
means to do mathematics. You should use only one minute to do this
activity. Keep your list somewhere safe so that you can refer to it at a
Activity 3 later date.
2 Reflect on your classroom practice in the light of the following
questions. Is there a tendency in your mathematics teaching:
to reward only formal knowledge?

to memorize rules and procedures?

to spoon-feed (facts, rules, procedure)?

to devalue the learners’ own way of making sense out of their own
experiences, intuition and insight?

for learners to remain passive learners?

As you work through the rest of this study unit, you will be challenged to
rethink and reconstruct your own understanding of what it means to know
and do mathematics – so that learners with whom you work will have an
exciting and more positive vision of mathematics. Doing mathematics
(mathematization) will be eventful, compelling and creative.

Teachers need to have ideas about how to structure classrooms so that
they can help learners develop. Since experience is a powerful teacher, it
makes sense for learners to experience mathematical ways of thinking,
reasoning, analyzing, abstracting, generalizing- all modelled on good
instruction and doing mathematics (Evan & Lappan: 1994). Therein lies
the challenge for South African mathematics teachers.

17


Contrasting perceptions of teaching school mathematics
The teaching of school mathematics is subject to the same pressures for
changing practices as the teaching of other subjects. In classrooms across
the world we see a continuum of practice ranging from a more traditional
content- and rule-based approach in which teachers spoon-feed learners
in the use of rules to get the “right answer” towards a more open-ended
approach in which the process of learning is equally emphasised and in
which children work in groups to find and talk about and sometimes find
innovative solutions to real-life problems. There are probably times when
the more traditional approach is appropriate and other times when the
more open-ended approach is desirable. Outcomes-based education
allows us to work across the continuum but many teachers will need to
develop new teaching strategies to work within the more open-ended,
problem-based end of the continuum. We must challenge ourselves to
make mathematics an interesting way for learners to engage with and
make meaning of their lived experiences now rather than pursuing
mathematics as a compulsory subject for its own sake which might have
some kind of benefit to them in the future.

The traditional approach: three simple examples

Three simple ‘problems’ (A, B, C) are given to you below (at the
Intermediate Phase Level).
Activity 4 A. Work through these problems

Problem A:

In servicing a car the attendant used 45ℓ of petrol at R4,25/ℓ and 2 tins of
oil at R8,50 each.

What was the total cost for petrol and oil?

Problem B:

The world’s record for the high jump in a recent year was 1,87 metres.

On Mars, this jump would be 2½ times as high. How much higher in
metres will it be?

Problem C:

John covers ½ of a journey by car, 1/3 of the journey by bicycle, and
walks the rest of the way.

a) What part of the journey does he cover by car and bicycle?

b) What part of the journey does he walk?

18


B. Indicate by means of a tick ( ) in the blocks given below which of
the mathematical skills listed come to the fore for learners attempting
each of these ‘problems’ using traditional approaches to unpacking and
‘solving’ the problem.

Skills acquired by learners Problem A Problem B Problem C

Computational skills

Using correct order of
operations

Formulating expressions as a
mathematical model

Estimation to assess
reasonableness of answer

Problem-solving thinking skills

Investigatory skills

Exploration of rules and logical
thinking

Self-discovery

Now do the following.

1 Indicate whether the three problems (A, B, C) are typical of the
stereotypical traditional way of questioning learners in South Africa.
2 Refer to the skills mentioned above and explain your response briefly.
3 What skills should we teach our learners now in order to prepare them
to cope with the 21st century?
4 Make recommendations to your colleagues on the skills we should
teach in mathematics.

Mathematics as a science of pattern and order
Van de Walle (2004: 13) uses a wonderfully simple description of
mathematics found in the publication ‘Everybody counts’ (MSEB :1989):

Mathematics is the science of pattern and order.

This immediately challenges the popular social view that mathematics is
dominated by computation and rules that learners need not understand but
must apply rigorously. As a science, mathematics is a process of figuring
things out (formulating number patterns, investigating, exploring,

19


conjecturing, generalising, inducing, deducing, etc.) or in general, making
sense of things.

Van de Walle (2004: 13) continues :

Mathematics is, therefore, a science of things that have a pattern
of regularity and logical order. Finding and exploring this
regularity or order and then making sense of it is what doing
mathematics is all about.

The stereotypical traditional view emphasizes procedures and the solving
of routine problems, with teachers showing and telling while learners
listen and repeat.

The more progressive constructivist and OBE view is that of the learning
of mathematics as a process (irrespective of the content material),
emphasising meaningful development of concepts and generalisations,
increasing the prospects of real problem-solving, open enquiry and
investigation – characterised mainly by teachers challenging, questioning
and guiding, with students doing, discovering and applying.

These views could be seen as extremes on a continuum. Teachers would
locate themselves at a whole range of positions along this continuum,
possibly tending more to one extreme than the other, but incorporating
ideas from both sides in accordance with their belief and understanding of
how one should teach mathematics in a meaningful way.

If learners do not understand how things work or have not achieved a
proper conceptual understanding – that is they cannot see the pattern and
order – they could make computational errors. These errors may be the
result of different things, including simple carelessness, errors or
incorrect understanding and misconceptions. Learners may think they are
doing the right thing, based on a concept they have which they think is
correct but it is actually incomplete or incorrect. Some examples of this
are given in the next activity.

20


Computational errors and misconceptions

Learners make what appear to be computational errors as a result of a
lack of understanding of how things work. Here are a few examples:
Activity 5 Computational/notational/conceptual errors

18 1 18 1
i = = [Learner cancels the 8's]
85 5 85 5
ii 625 [The learner does not understand
+ 25 the concept of place value].
875
iii 0,234 is bigger than 0,85 [Since 234 is bigger than 85]
iv 3 (4×5) = (3×4) (3×5) [Since 3 (4+5) = 3×4 + 3×5]
v 8÷½=4 [Since 8 ÷ 2 = 4 or 8 × ½ = 4]
vi a × a = 2a [Since a + a = 2a]
vii Half of 8 = 3 [Since half of the figure 8 is 3, if
you cut an 8 in half vertically with
a pair of scissors]
and so on.
1 Write down from your own experience a few more examples in which
learners make computational errors as a result of a lack of
understanding (misconceptions) of how procedures or rules actually
work. Consult with other teachers of mathematics.
2 Discuss this with your colleagues and explore solutions to these
problems.
3 Suggest the teaching strategies an innovative teacher could use to
avoid such misconceptions from developing in learners.
Note: We encourage you to discuss this with your colleagues – we can
learn a lot from each other.

‘Doing’ mathematics
Engaging in the science of pattern and order requires a good deal of effort
and often takes time. This effort is well worth while, because of the
quality of learning that it facilitates. It is more desirable that learners
understand and are able to use the learning rather than merely seem to do
so by answering artificially constructed ‘test’ questions. The next activity
will illustrate this.

21


Problem-solving: number pattern activity

Try out the activity, if you can, with a senior phase class.

Reflect on the method and solution given in this activity to the following
Activity 6 problem:

Ten cities in South Africa need to be directly connected to all other cities
by a telephone line. How many direct connections are needed? (Paling &
Warde: 1985).

One approach would be to follow the three steps given below – but you
are at liberty to use any other problem-solving techniques. If you try this
problem out with one of the classes that you are teaching, it will be
interesting for you to observe the different strategies that your learners
use. Remember not to guide them too closely, let them think the question
through and think of how to go about drawing it up and finding the
solution.

Step 1: UNDERSTAND THE PROBLEM: e.g. three or more cities are not
situated in a straight line. What do we need to do about it? We need to
make sure that every one of the ten cities is connected by a line, which we
will use to represent a telephone connection.

Reflection: To carry out this step the learners need to have the language
skills to read and interpret the problem, they need to be able to visualise
the problem, and then use their mathematical knowledge to move into the
next step in which they represent the problem symbolically and
numerically.

Step 2: DEVISE A PLAN: Reduce the problem to simpler terms –start with
one city, and then two cities, three cities and so on.

Reflection: To carry out this step the learners need to use their
mathematical knowledge to think about how to represent the problem
symbolically and numerically. Here learners also need to use strategic
reasoning. The idea to develop a pattern by building up the number of
cities from one, to two, and then three, and so on, is essential to the
solution to this problem. This is where we see the pattern element of the
problem coming through.

Step 3: CARRY OUT THE PLAN: Use drawings and write down a sequence
to establish the pattern, formulate conjectures, test conjectures and
generalise.

Using drawings, as shown on the next page:

22


Number
1 2 3 4 5
of cities

Drawing B
B B
B C C

A D
A A C A A D

E

Number of
0 1 3 6 10
connections

Establishing 0 0+1 0+1+2 0+1+2+3 0+1+2+3+4

a pattern 1(1 − 1) 2(2 − 1) 3(3 − 1) 4(4 − 1) 5(5 − 1)
(rule)
=0 =1 =3 =6 = 10
2 2 2 2 2

Reflection: To carry out this step the learners need to use their
mathematical knowledge to represent the problem. Here they will use
procedures and skills that they have been taught, but they will need to
reason about the way in which they apply this knowledge. They will think
about doing drawings of the first few cases, but as soon as they can see
that there is a pattern emerging, they need to analyse the nature of the
pattern. They can base their final solution on the basis of this pattern, by
using the same reasoning to find the total number of connections of 6
cities, 7 cities..., and finally 10 cities. (Use drawings and test your
conjecture/rules). When they do this, they are moving onto the next step.

Step 4: EVALUATE AND EXTEND THE PLAN FOR n CITIES: If there are n
cities how many connections will there be?

Let us use a simpler example again.

For 5 cities

Each city will be connected to 4 other cities
i.e. (5 − 1) = 4 B
C

D
A

23


There will be five such cases i.e. from A, B, C, D
and E. B
C
From this we have 5 (5 − 1) connections
D
The connection from A to C is the same as C to A. A
E
This is the same for each case. So divide by 2.

5(5 −1)
We therefore get = 10
2

Now write down the number of connections for n cities.

n(n − 1)
This would give us as a formula to work out the number of
2
connections between n cities.

10(10 −1)
For 10 cities we therefore get = 45
2

Reflection: The solution of this problem illustrates the idea that
mathematics can be seen as the “science of pattern and order”. The
pattern was established though drawings made of the connections
between up to five cities. Using the drawings, a numeric pattern could be
established, which could be used to work out how many connections
there would be between ten cities. Learners will not all follow the same
steps, or carry out the steps in the same order. As the teacher, you need to
be flexible, and follow the learners’ thinking. You need to probe and
guide, without leading too explicitly, so that the learners are able to make
connections and develop their mathematical understanding, in short, so
that they can be involved in “doing mathematics”.

Does the process of ‘doing’ mathematics (mathematising):

Provide a real problem-solving situation?

Encourage enquiry, exploration and investigation of numbers?

Stimulate the learning of regularity and order of numbers?

Require the teacher to guide and pose thought-provoking questions?

Involve the learners in actively doing mathematics and discovering
rules?

Perhaps you are wondering after working through that rather complex
example, what mathematics teachers are supposed to do about basic
skills? For example, you may be asking, don’t learners need to count

24


accurately, know the basic facts of addition, multiplication, subtraction
and division of whole numbers, fractions, and decimals and so on?

The fact is, that when we teach an algorithm in mathematics (like long
multiplication) and then give learners exercises to do in their books, our
learners are not ‘doing’ mathematics. This doesn’t mean that teachers
should not give learners this kind of exercise, which is simply drill-work,
but that drill should never come before understanding.

Repetitive drill of the bits and pieces is not ‘doing’ mathematics and will
never result in understanding. Only when learners are capable of making
sense of things by ‘doing’ mathematics in the classroom, are they being
truly empowered.

The verbs of doing mathematics
Farrell and Farmer in Systematic Instructions in Mathematics (1980) state
that:

Mathematics is a verb, as well as a noun.

Two questions arise from this statement:
1 What do we do when we mathematise?
2 What do we obtain?
Mathematics is about processes (expressed in ‘doing verbs’) and it is also
about products (expressed by nouns). In the table below a few examples
are given.

Processes of Mathematics Products of Mathematics

Generalising Formula

Computing Theorem

Assuming Definition

Solving Axiom

Proving Corollary

Testing Concepts (number etc.)

What verbs would you use to describe an activity in a classroom where
learners are doing mathematics? Here is a list of verbs that can be
associated with doing mathematics:

25


explore represent use

predict solve construct

justify verify explain

investigate discover justify

conjecture develop formulate

Study these verbs carefully – they describe what action or behaviour is
expected from the learners when doing the classroom activity. If you look
closely at the words, you will see that they are all action words that
indicate that learners engaging in such activities would be actively
involved in making sense and figuring things out. Learners cannot be
passive observers and listeners when they are doing mathematics.

The verbs of doing mathematics

1 Reflect on the collection of ‘action verbs’ above. Do these verbs
clearly indicate the type of action required of the learner during the
process of mathematising?
Activity 7
2 Study the NCS for a grade to which you are currently teaching
mathematics.
3 Are the Assessment Standards expressed in terms of the action verbs?
4 Make a list of the verbs that you find in the Assessment Standards.
5 Do these verbs clearly indicate the type of action required of the
learner during the process of mathematising?
6 Give an example of a mathematical activity that demonstrates the
action involved in each of these verbs.

Now that you have more understanding of what it means to do
mathematics and the processes involved, you might like to take another
look at Activity 4.

Action verbs used to identify the process skills in mathematics

1 Work through Activity 6 again.
2 Use appropriate action verbs to write down three mathematical
Activity 8 process skills that learners could actively acquire through this
problem-solving activity.
Begin with: The learners should be able to ……………

26


What is basic mathematics?
What is ‘basic’ in mathematics is always a matter of public discussion
and debate. Is it

mastering the basic operations?

demonstrating achievement of the Learning Outcomes for
mathematics (in the NCS)?

becoming mathematically literate?

recognising that mathematics is a part of human creative activity?

A simple challenge, no matter what position you take on this question, is
that mathematics must make sense.

The implications of this statement are:

Every day learners must experience that mathematics makes sense.

Learners must come to believe that they are capable of making
sense of mathematics.

Teachers must stop teaching by telling and start letting learners
make sense of the mathematics they are learning.

To this end, teachers must believe in their learners – all of them!

This is a profound challenge – mathematics is for everyone without
exception. Everyone has to learn that mathematics makes sense and to
make sense of mathematics.

What is basic mathematics?

Van de Walle (2004:15) says

All learners are capable of learning all of the mathematics we want
Activity 9 them to learn, and they can learn it in a meaningful manner that
makes sense to them if they are given the opportunity to do so
1 Do you agree with Van de Walle’s position on what he considers basic
in mathematics? Do you find it realistic or revolutionary? Discuss
your opinion with your colleagues.
2 What do you think Van de Walle would say about OBE and its
Expanded Opportunity Assessment Strategy (projects, investigations,
group-work, oral assessment, peer-assessing and so on)?
3 What do your learners think is basic in mathematics? Ask them, and
then compare their ideas with yours.

27


The following list is what the course developers think is ‘basic in
mathematics’ - fundamental mathematical knowledge for all learners.
Essential skills were itemised from each of the Learning Outcomes
(LOs) in the NCS for GET Mathematics (Grade R-9).
1 Number concept and operations – learning outcome 1 (LO1)
Place value

Operations (conceptual understanding giving rise to understanding of
different strategies for all operations.)
2 Pattern (LO2)
Core concepts – recognition of patterns, using words and drawings
to describe and analyse patterns, generalise rules for patterns,
generate other patterns

Link working with patterns to everyday situations
3 Space and shape (LO 3)
2-D and 3-D perception. Up to Van Hiele first three levels: learners
should be able to visualise, recognise and describe shapes

Look at properties of shapes. No calculations of area and volume,
simply recognition of shapes, drawing, describing and naming of
polygons and polyhedra
4 Measurement (LO4)
Concept formation using developmental activities and Piaget’s
conservation tests

The process of quantifying - length, mass, capacity, volume, area,
time

The stages in the teaching of measurement
5 Data (LO5)
Collecting, recording, ordering, presenting and analysing

Awareness of statistics presented in everyday life

This content will be found integrated into the guide, throughout the
various units of the guide. Depending on your own current knowledge of
mathematics, you may find some of the mathematical content presented
in this guide challenging. You need to make the necessary effort to
understand the mathematical content, because in order to teach
mathematics, you need to have a sound understanding of the fundamental
mathematical content yourself.

28


An environment for doing mathematics
It is the job of the teacher to ensure that every child learns to do
mathematics, but for this there has to be the right environment.

An environment for doing mathematics is one in which learners are
allowed to engage in investigative processes where they have the time
and space to explore particular cases (problems). Then they can move
slowly towards establishing, through discovery and logical reasoning, the
underlying regularity and order (in the form of rules, principles, number
patterns and so on).

Learners can create a ‘conjecturing atmosphere’ in the classroom if the
teacher provides appropriate tasks and promotes learner thinking and
discussion around these tasks. This atmosphere is one in which the
rightness or wrongness of answers is not the issue, but rather an
environment which encourages learners to make conjectures (guesses) as
to the regularity (sameness) they see and to discuss these conjectures with
others without fear of being judged wrong or stupid, to listen to the ideas
expressed by others and to modify their conjectures as a result.

The mathematical processes involved in doing mathematics are best
expressed by the action verbs. They require reaching out, taking risks,
testing ideas and expressing these ideas to others. (In the traditional
classroom these verbs take the form of: listening, copying, memorising,
drilling and repeating - passive activities with very little mental
engagement, involving no risks and little initiative.)

The classroom must be an environment where every learner is respected
regardless of his or her perceived ‘cleverness’, where learners can take
risks without fear that they will be criticised if they make a mistake. It
should be an environment in which learners work in groups, in pairs or
individually, but are always sharing ideas and engaged in discussion.

The following activity illustrates how even the most apparently ‘routine’
problem can be tackled in a variety of ways.

29


Doing mathematics: informal methods

Reflect on the following informal strategies attempted by learners at an
Intermediate Phase/Senior Phase and then answer the questions below:
Activity 10 MULTIPLICATION AS REPEATED ADDING

43 × 6: or Adding speeded by doubling

40 + 3 43 x 6: 43

40 + 3 43

40 + 3 86 (2x43)

40 + 3 86

40 + 3 172 (4x43)

40 + 3 86

240 + 18 = 258 258 (6x43)

DIVISION AS REPEATED SUBTRACTION:

564 ÷ 18: 10 × 18 = 180

10 × 18 = 180

360

10 × 18 = 180

540

1 × 18 18

31 556

Remainder: 564

– 556

8

564 ÷ 18 = 31 remainder 8

30


USING A REVERSE FLOW DIAGRAM TO SOLVE AN EQUATION

Solve for x: 3x2 + 5=17

Input Output

(..)2 ×3 +5
x x2 3x2 3x2 + 5 17

±√ ÷3 −5
±2 4 12 17

1 Reverse the flow diagram (see the dotted lines to indicate the inverse operations). Start with the
output and apply inverse operations. What do you find?
2 Do you agree that the use of informal strategies where learners wrestle towards solutions is never a
waste of time? Motivate your response.
3 Compare the above non-routine strategies with the recipe-type routine methods and explain which
offer better opportunities for ‘doing mathematics’ discussions, developing reasons, testing reasons
and offering explanations.
4 Have you come across some interesting non-routine methods used by learners in a particular
situation? If you have, describe some of these examples. You could also discuss them with your
fellow mathematics teachers.

What qualities does the teacher need in order to create an environment in
which learners feel safe and stimulated to ‘do’ mathematics? The
following activity helps to describe these.

31


An environment for doing mathematics

Read through the following motivational dialogue between Mr Bright and
Mr Spark, two mathematics teachers. Describe the features of a classroom
environment which you consider as important for learners to be engaged
Activity 11 in doing mathematics.

Mr Bright: A teacher of ‘doing’ mathematics needs to be
enthusiastic, committed and a master of his or her
subject.

Mr Spark: He or she needs to have a personal and easier feel for
doing mathematics to create the right environment in the
classroom.

Mr Bright: Teachers should provide activities designed to provide
learners with opportunities to engage in the science of
pattern and order.

Mr Spark: Yes, a real opportunity to do some mathematics!

Mr Bright: We need to develop this technique and discover as much
as we can in the process.

Mr Spark: Let us invite Mr Pattern and perhaps Mr Order and some
of the other mathematics teachers.

Mr Bright: Yes! We would all be actively and meaningfully engaged
in doing mathematics and respect and listen to the ideas
put forward by the others.

Mr Spark: We shall challenge each other’s ideas without belittling
anyone.

Having thought about the conditions necessary for doing mathematics,
we can now begin to think about the kinds of activities that will promote
doing mathematics.

Examples of doing mathematics
In this part of the unit, we invite you to explore patterns in mathematics
through a number of different mathematics problems. Mathematics gives
us (and our learners) ways to think about the world. Selection and design
of activities for use in a mathematics classroom is discussed in detail in
this guide in Unit 4. Here we simply give examples of doing mathematics
relating to each of the LOs in the NCS. This will give you the opportunity
to do mathematics, reflect on what you have done, and think about
appropriate and interesting activities to help learners explore the process
of problem-solving through number patterns and logical reasoning.

32


Read carefully through each problem so that you are sure you understand
what is required. None of these problems require any sophisticated
mathematics, not even algebra. Don’t be passive! Express your ideas.
Get involved in doing mathematics!

LO1: Doing an activity involving operations
This activity deals with content assessment standards that relate to mental
operations from LO1. It also covers the assessment standards relating to
pattern identification from LO2.

Exploration – product of numbers

Young children learning about their basic number facts could be
confronted with the following observation: In a sum, when you make the
first number one more and the second number one less, you still get the
Activity 12 same answer. For example:

7 + 7 = 14 and 8 + 6 = 14

5 + 5 = 10 and 6 + 4 = 10.

What can you find out about this?

Your task here is to examine what happens when you change addition to
multiplication in this exploration. Consider the following examples:

A B

7 × 7 = 49 8 × 6 = 48
8 × 8 = 64 9 × 7 = 63
9 × 9 = 91 10 × 8 = 80
10 × 10 =100 11 × 9 = 99
. .
. .
. .
What happens to the product when you increase the first number by 1 and
decrease the second number by 1 in column A? Compare the products in
column B and identify the pattern. State the pattern in your own words.

33


How do these results differ when the two factors are 1 apart?

Example A B

6 × 7 = 42 7 × 6 = 42
7 × 8 = 56 8 × 7 = 56
8 × 9 = 72 9 × 8 = 72
. .
Compare the products in column A to the products in column B and
identify the change (if any).

How do these results differ when the two factors are 2 apart or 3 apart?

Example (the numbers are two apart)

A B

6 × 4 = 24 7 × 3 = 21
9 × 7 = 63 10 × 6 = 60
10 × 8 = 80 11 × 7 = 77
. .
. .
. .
How do the results differ from the results above?

What if you adjust the factors up and down by 4?

Examples:

A B

7 × 3 = 21 8 × 2 = 16
9 × 5 = 45 10 × 4 = 40
. .
. .
. .
Find the difference in the products between column A and column B.

Does it make any difference to the results if you use big numbers instead
of small ones?

34


LO2: Doing an activity involving patterns
This activity deals with the assessment standards relating to pattern
identification from LO2. It also deals with the content assessment
standards that relate to mental operations from LO1.

Start and jump numbers, searching for numbers (adapted from Van de
Walle)

You will need to make a list of numbers that begin with a ‘start number’
and increase it by a fixed amount which we will call the ‘jump number’.
Activity 13 First try 3 as the start number and 5 as a jump number. Write the start
number first and then 8, 13 and so on ‘jumping’ by 5 each time until your
list extends to about 130.

Your task is to examine this list of numbers and find as many patterns as
you possibly can. Share your ideas with the group, and write down every
pattern you agree really is a pattern.

Here are some suggestions to guide you:

Look for alternating patterns

Look for repeating patterns

Investigate odd and even numbers

What is the pattern in the units place?

What is the pattern in the tens place?

What happens when you go over 100?

What happens when you add the digits in the numbers?

Extend the pattern where you see a gap in the following table.

35


Which of the following are number patterns (in the columns)?

Complete the table by filling in the empty spaces, and then analyse the
numbers in each column:

Separate the Add terms Subtract Multiply
consecutive terms (in columns 1 terms terms
and 2) (in columns 1 (in columns 1
and 2) and 2)

3 8 11 5 (or -5) 24
13 18 31 5 234
23 28 51 5 644
33 38 71 5 1254
43 48 91 5 2064
53 58 111 5 3074
63 68 131 5
73 78 151 5

36


LO3: Doing an activity involving space and shape
This activity deals with the assessment standards relating to geometric
shapes and compass directions from LO3. It also deals with the content
assessment standards that relate to measurement (length and area) from
LO4. This activity shows how maths can be used to solve real life
problems.

Gardening problem

Jamal had a garden in the shape of a square.

Due to the construction of a new road the garden will lose a 3 metre long
Activity 14 strip on the south side. Jamal wants to know if he can make up for this
difference by adding an extra 3 metres on the east side.
1 Work out the area of the original garden.
2 Cut out a template to represent the area of the garden. Use a scale of
1 cm = 1 m. Mark off the centimetres with a ruler.
3 Cut off a 3 metre strip from the south side of your template.
4 Work out the area of the strip that has been lost.
5 Attach the strip to the east side.
6 What has Jamal not considered if he wants to keep his garden
rectangular?
7 To ensure that the garden remains rectangular, what will the area of
the strip on the east side need to be for this to be possible?
8 What is the area of the new garden?
9 Does this area differ from the original area at all? If so in what way?
10 Explain the reason for your answer above.

37


LO4: Doing an activity involving measurement
This activity deals with the content assessment standards relating to
measurement (time) from LO4. It also deals with the assessment
standards relating problem solving with rates from LO1. This is another
activity that shows how maths can be used to solve real life problems.

Two machines, one job (adapted from Van de Walle)

Ron’s Recycle Shop was started when Ron bought a used paper-
shredding machine. Business was good, so Ron bought a new shredding
machine. The old machine could shred a truckload of paper in 4 hours.
Activity 15 The new machine could shred the same truckload in only 2 hours. How
long will it take to shred a truckload of paper if Ron runs both shredders
at the same time?

Make a serious attempt to figure out a solution. (You could use drawings
or counters, coins and so on). If you get stuck consider:

Are you overlooking any assumptions made in the problem?

Do the machines run at the same time?

Do they run as fast when working together as when they work alone?

Does it work to find the average here? Explain your answer.

Does it work to use ratio and proportion here? Explain your answer.

LO5: Doing an activity involving data handling
This activity deals with the content assessment standards relating to
representation of data from LO5. This is another activity that shows how
maths can be used when thinking about real life problems.

38


Interpreting bar graphs

Jairos sells bicycles. He is thinking about expanding his business and
needs to borrow money from the bank. He wants to show the bank
manager that his sales are growing fast. These are his sales for the last 6
Activity 16 months:

Month Jan Feb Mar Apr May June

Number of bikes sold 26 27 29 34 44 55

Jairos draws two graphs as shown below:

Bar chart A

June
number of bikes sold

May

April

March

February

January

0 20 40 60

Bar chart B

June
number of bikes sold

May

April

March

February

January

25 30 35 40 45 50 55 60

1 In what way are the graphs different?
2 Do you think the graphs tell the same story? Why / why not?
3 Which chart do you think Jairos should show to the bank manager?
Why?

39


Reflecting on doing mathematics
Even if you worked hard on the above activities, you may not have found
all of the patterns or solutions. The important thing, however, is to make
an effort and take risks. Engaging with mathematics as the science of
pattern and order is rewarding, but requires effort. As you will have
noticed, the examples cover a wide range of mathematical content, all of
which fall under into the bigger picture of doing mathematics. As you
reflect on your experience, ask yourself the following questions:

What difficulties did you encounter?

How did you overcome them?

If you did not overcome the difficulty, can you identify WHY
NOT?

Having identified why you were unable to solve the problem, are
you able to get to the root of this problem? You may need to
engage with colleagues or refer to books, and if so it is important
that you do so, since as a teacher of mathematics, you will always
have to master the content that you need to present.

What methods did you use that were successful?

Why were they successful?

How would you like to present these activities (or other similar
activities, appropriate to the grades which you teach) to your
learners?

How would you ensure that your learners are able to successfully
solve the problems given to them?

This will help you to develop your ability to do mathematics and to teach
mathematics in a developmental way. Instead of concentrating on
explaining rules and procedures, a developmental approach to teaching
mathematics is learner-centred and allows learners to grapple with ideas,
discuss and explain solutions, challenge their own ideas and the ideas of
others. Reflective thinking is the most important underlying tool required
to construct ideas, develop new ideas and to connect a rich web of
interrelated ideas.

In the rest of this unit we give further examples with a focus on pattern
activities that you could do and reflect on – first by yourself, and then
with your learners. In other units that follow you will be given the
opportunity to try out problems relating to the other LOs from the
mathematics curriculum.

40


Exploring pattern in Mathematics
The ability to recognise patterns, use words and drawings to describe and
analyse patterns, generalise rules for patterns, and generate other patterns
is fundamental to understanding mathematics. Learners need to be able to
describe patterns observed using words or mathematical symbols. It is
important for learners to recognise patterns by looking for common
differences. Learners also need to be able to extend numeric and
geometric patterns, which helps them recognise a variety of relationships
in the patterns and make connections between mathematical topics.
Identifying patterns like repeat patterns and growing patterns helps
learners become aware of the structures of various pattern types. Teachers
need to show their learners how to make generalisations for patterns and
understand these generalisations.

Repeating patterns
Van de Walle (2004) says that

Identifying and extending patterns is an important process in
algebraic thinking. Simple repetitive patterns can be explored as
early as kindergarten. Young children love to work with patterns
such as those made with coloured blocks, connecting cubes and
buttons.

Learning Outcome 2 in the NCS has several assessment standards that
refer to pattern work as it progresses through the GET phase. Patterns
may be geometric, numeric or algebraic. Working with patterns develops
the logical reasoning skills of the learners, and leads naturally into
thinking algebraically. The work on patterns that follows is taken from
the RADMASTE materials for the Number Algebra and Pattern module
of the WITS GET Mathematics ACE.

Learners can work independently or in small groups to extend (continue)
the patterns given on strips. To do this activity with your class you should
prepare enough pattern strips for the whole class.

Van de Walle points out,

The core of a repeating pattern is the shortest string of elements
that repeats .

Each pattern must repeat completely and never be partially shown. In
mathematics there is a convention that if a repetition of a pattern is seen
three times, the observer can assume she/he has identified a repeating
pattern. Here is an example of a visual pattern strip in which the pattern is
repeated three times.

41


  

The core of the pattern shown above has two elements. Having each of
the arrows in the first two frames in a different colour would highlight the
repeating elements.

Here is another easy pattern to continue. The core has three elements, but
the detail on the shapes might make it more difficult for young learners to
identify.

⊕ ∅ ∅ ⊕ ∅ ∅ ⊕ ∅ ∅

This pattern below has four elements in its core.

® ® ⎠ Δ ® ® ⎠ Δ ® ® ⎠ Δ

The strip below with letters A and B translates the pattern above it from
one medium to another: geometric to variable. Using variables, learners
can identify similar types of patterns. The two patterns below are the
same type of pattern. They both follow a sequence of a, b, b, a, b, b, a, b,
b…

A B B A B B A B B

42


Try this with your class and write a report. Your report should include
copies of all of the patterns you used in the lesson. Your report should
cover at least the following points:

Describe what you did.
Activity 17
How did your learners respond?

Were there any changes you needed to make?

Why did you make the changes?

Any other important observations or findings.
1 An overhead projector may be used to display a numbered set of
different patterns. Teach the learners to use the A, B, C… method of
reading a pattern. Half the class can close their eyes, while the other
half can read aloud the pattern you point to. The learners who had
their eyes closed must then open them and select the correct pattern/s.
2 Suggest an alternative way to present this lesson for a teacher who
does not have an overhead projector in his/her class.

Growing patterns
These patterns below are made up of geometric shapes, but they also have
elements that can be counted. They pictorially illustrate sequences of
numbers. You could supply the learners with pattern cards of the type
below and have them copy and extend the pattern given in the first three
frames. Let them explain why their extension is appropriate, by
determining how each frame in the overall pattern differs from the
preceding frame. For example, the simple pattern below begins with one
brick and increases by one brick from frame to frame, representing the
sequence 1; 2; 3; …

Learners should be given time to study the patterns. They can then extend
the patterns, giving explanations of why their extension follows from the
given sequence. The use of language to explain the extension is important
as it develops the learners’ mathematical reasoning.

The next pattern is more complex. The pattern illustrated includes two
sequences.

43


The horizontal shapes increase from three shapes, by one shape from
frame to frame, representing the sequence 3; 4; 5, …

The vertical shapes increase from one shape, by two shapes from
frame to frame, representing the sequence 1; 3; 5, …

So the full pattern grows as a sum of the two: (1 + 3), (3 + 4), (5 + 5),
…

The next picture in the pattern will have 7 dots going down and 6 dots
going across, and can be written numerically as (7 + 6).

Patterns can be identified (and hence extended) in different ways. This
illustrates how different people may see the same pattern in different
ways. You need to listen carefully to your learners’ explanations to assess
whether or not they are valid. They might use different reasoning to you,
but still be reasoning correctly. Look at the example of the pattern below.
It can be used to illustrate two different relationships.

One explanation could be that from frame to frame we add one row and
one column to the display.

Another explanation could be that in each frame we make a bigger square
and add a column. The squares have been enclosed in dotted lines to
illustrate this explanation.

44


We can also express this geometric pattern numerically. It is a good idea
to use a table to write up the pattern. This helps the observer to identify
the pattern, as it presents the information neatly and accessibly.

The frame number and the number of blocks in the frame are tabulated in
order to calculate the number of blocks in successive frames. If a general
formula can be found, then any term in the sequence can be found, using
the general formula.

Let’s say we want to find out the number of blocks in the 8th display of
this pattern.

Frame number: 1 2 3 4 …… 8

Number of blocks: 2 6 12 20 …… ?

+4 +6 +8

Frame 1: 2

Frame 2: 2 + 4 = 6 Using the table we can look at the number
of blocks in each successive display and
Frame 3: 6 + 6 = 12 identify the pattern in which they are
growing. Here we see that the displays are
Frame 4: 12 + 8 = 20 growing by adding successive even
numbers, starting with 4.
We can use this to write out the numeric
Frame 5: 20 + 10 = 30 pattern.
Frame 6: 30 + 12 = 42

Frame 7: 42 + 14 = 56

Frame 8: 56 + 16 = 72

So the 8th frame will have 72 blocks in the display.

Learners up to grade 7 could use the method above to determine the
numbers of blocks in the display. Learners in Grade 8 or 9 might be ready
to use the second explanation of the visual pattern to generate a simple
rule for the successive terms in this pattern. The rule can easily be
generalized, and expressed algebraically. This algebraic rule can then be
used to find the number of blocks in any display.

45


Frame number Number of blocks Pattern

1 2 (1 × 1) + 1 = 1 + 1 = 2

2 6 (2 × 2) + 2 = 4 + 2 = 6

3 12 (3 × 3) + 3 = 9 + 3 = 12

4 20 (4 × 4) + 4 = 16 + 4 = 20

5 30 (5 × 5) + 5 = 25 + 5 = 30

6 42 (6 × 6) + 6 = 36 + 6 = 42

7 56 (7 × 7) + 7 = 49 + 7 = 56

8 72 (8 × 8) + 8 = 64 + 8 = 72

General (nth term) B (n × n) + n = B

In conclusion to this brief introduction to exploring pattern in
mathematics, try out the following activities which are taken from the
RUMEP lecture notes on Patterns and Functions. First see if you can do
them, and then see how your learners manage them. They may surprise
you!

The solutions to these activities are not given in this guide. You may need
to do extra research and discuss these activities with colleagues to think
more deeply about how to do these activities and how they would benefit
your learners. Remember that such activity on your behalf will enrich
your teaching of mathematics and would be very worthwhile.

The selection and design of activities is also not discussed here, since this
theory is discussed in unit 4 of this guide. Here we simply provide you
with some activities to further your own understanding of mathematical
pattern work. As a teacher, you should think not only about the solutions
to the given problems, but also about the wording and presentation of the
problems. In unit 6 of this guide we discuss the complex issue of teaching
mathematics to classes with diverse learner groups. As you work though
the activities which follow, you could also start to think about which of
them would be accessible to all learners and which would not, and why
this is the case. You might even begin to think about how to adapt the
activities to suit the needs of all learners, though further guidance on how
to do this is given in unit 6.

46


Patterns

1 Pascal’s Triangle and the Leg-Foot Pattern
Pascal’s Triangle is a fascinating display of numbers, in which many
Activity 18
patterns are embedded. In Western writings the Pascal Triangle was
named after Blaise Pascal, who was a famous French mathematician
and philosopher. Chinese mathematicians knew about Pascal’s
Triangle long before Pascal was born, so it is also called a Chinese
Triangle. It was documented in Chinese writings 300 years before
Pascal was born.
In the triangle below, some “leg-foot “patterns have been shaded. Can
you shade more of the patterns that make Leg-foot in this Pascal’s
Triangle? First look at the two examples that have been done for you.
Then shade some more leg-foot patterns in the triangle.
Now look at the numbers in the patterns that you have shaded.

Can you see a relationship between the numbers in the shaded in
the leg and the foot of the leg-foot patterns that you have shaded?
Describe this relationship in words.

Write a numeric rule for the relationship you have identified.

47


2 Study the following patterns and then extend them by drawing in the
next two stages.

1 2 3

1 2 3

Draw a table to display the information above:

What type of numbers are these?

Use the following to show different representations of square
numbers
i Square grid
ii Isometric dotty paper
iii Square dotty paper

3 The following pattern will help Sipho to calculate the number of
blocks he will need to build the stairs of his house.

Help him find the number of blocks he will use for 15 steps.

Extend this pattern by drawing the next 2 stages of these steps.

Enter your data in the following table:

48


Step 1 2 3 4 5 8 15 20 100

Number of 1 3 6
blocks

Find and explain a rule that generates the above pattern.


Use the following to show different representations of triangular
numbers:
i Square grid
ii Isometric dotty paper
iii Square dotty paper

4 The following function machine creates a number pattern.

Investigate the rule that it uses. Write up your findings.


5 Study the following number pattern and then complete the table that
follows:

1 2 3 4

49


Stage 1 2 3 4 5 8 15 20 100

Number 1 6 15 28
of dots

Investigate a general rule that generates the above pattern.


On the following page is a blank sheet of grid paper for you to use if you
would like to.

50


51


Unit summary
This study unit is designed to change the way in which learners perceive
their role in the mathematics classroom – from being passive recipients
of mathematics, involving facts, skills and knowledge to becoming active
participants in ‘doing’ mathematics and doing the spadework for the
creation of mathematical problems in the future. Accomplishing such a
task has called for the development of stimulating activities and
explanations in mathematics that would involve all learners, provide
opportunities for more mathematical communication in the classroom,
and link creative thinking with mathematical content.

Through the practice of explanation, investigation and ‘doing’
mathematics in general, learners will begin to experience the full impact
of the process of solving problems and thereafter, generating problems. If
we are truly committed to the notion that mathematics is for everyone,
then we must begin to look for alternative methods to the stereotypical
traditional approach for facilitating learning in the classroom for all
learners. Perhaps the creative aspect of ‘doing’ mathematics might be the
key that will open doors to mathematical learning for previously
uninterested learners. Simultaneously, active participation in problem-
solving and problem investigation might serve to cultivate the talents of
learners who maintain an interest in ‘doing’ mathematics.

52


Self assessment
Tick the boxes to assess whether you have achieved the outcomes for this
unit. If you cannot tick the boxes, you should go back and work through
the relevant part in the unit again.
Assessment I am able to:

# Checklist

1 Critically discuss the thinking that the traditional approach to
teaching mathematics rewards the learning of rules, but
offers little opportunity to “do” mathematics.

2 Explain the term ‘mathematics as a science of pattern and
order’.

3 Evaluate a collection of action verbs that is used to reflect
the kind of activities engaged by the learners when doing
mathematics.

4 Construct a list of features of a classroom environment
considered as important for learners engaged in doing
mathematics.

5 Think about appropriate and interesting activities to help
learners explore the process of problem solving through
number patterns and logical reasoning.

53


References
Davis, R B (1988). The world according to McNeill, in Journal of
mathematical behaviour, 7, pp 51-78.

Evan, R & Lappan, G (1994). Constructing meaningful understanding of
mathematics content. In NCTM, Professional teachers of mathematics.
MCTM, Addison-Wesley: Massachusetts.

Farell, MA & Farmer, WA (1988). Systematic instruction in mathematics
for the middle and high school years. Addison-Wesley: Massachusetts.

McNeill, R (1988). A reflection on when I loved math and how I stopped,
in Journal of Mathematical Behaviour, 7, pp 45-50.

Moodley, M (1992). Teaching/Learning mathematics: what counts. In M,
Moodley et al. Mathematics Education for in-service and pre-service
teachers. Shuter & Shooter: Pietermaritzburg.

Mullis, IVS et al (2005). TIMSS, TIMSS & PIRLS International Study
Centre, Boston College, USA

NCS curriculum documents:

Department of Education (2003). National Curriculum Statement
Grades 10-12 (General). Mathematics.

Department of Education (2002). Revised National Curriculum
Statement Grades R-9 (Schools) Policy. Mathematics.

Paling, DC & Wardle, ME (1985). Oxford comprehensive mathematics –
teachers book 1. Oxford University Press: London.

RADMASTE Centre, University of the Witwatersrand (2006).
Mathematical Reasoning (EDUC 263)

RADMASTE Centre, University of the Witwatersrand (2006). Number
Algebra and Pattern. (EDUC 264).

Stoker, J. (2001). Patterns and functions. ACE lecture notes, RUMEP,
Rhodes University, Grahamstown.

Van der Horst, H & McDonald, R (1997). OBE-Outcome-based
education. Kagiso publishers: Pretoria.

Van de Walle, JA (2004). Elementary and middle school mathematics –
teaching developmentally. Pearson: New York

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