HED4813 ASSESSMENT 02/ 2025
Unique Number: 147511
Closing date: Tuesday, 2 September 2025, 11:00 PM
Total: 100 Marks
This assessment comprises of 4 questions, answer all the questions.
Question 1
Critically discuss how Jean Piaget’s stages of cognitive development—sensorimotor,
preoperational, concrete operational, and formal operational—affect a child’s learning
experience, with a particular focus on mathematics education.
In your essay, you should:
1. Explain each stage of Piaget’s cognitive development theory, including the age
range and key characteristics.
2. Analyze how each stage influences a child’s ability to understand and engage
with mathematical concepts.
3. Provide practical examples of teaching strategies or classroom activities that
align with each developmental stage.
4. Reflect on the implications of Piaget’s theory for curriculum design and
differentiated instruction in the South African educational context.
Length: 1500–2000 words
Rubric for Assessing the Essay (50 Marks)
Criteria Excellent (80– Good (60– Satisfactory Needs Marks
100%) 79%) (40–59%) Improvement
(0–39%)
Explanation Clear, Mostly Basic Incomplete or /10
of Piaget’s accurate, and accurate explanation; incorrect
Stages (10 detailed explanation some explanation.
marks) explanation of with minor inaccuracies or
all four stages omissions. missing details.
with correct
age ranges and
characteristics.
Application Insightful Clear Some Weak or /10
to analysis of how application application; missing
Mathematics each stage with examples may application to
Learning (10 affects relevant lack depth. mathematics.
marks) mathematical examples.
understanding.
Teaching Excellent, Mostly Some relevant Few or no /10
Strategies stage- appropriate examples; lacks examples; not
and appropriate examples variety or detail. clearly linked
Examples examples and and to stages.
(10 marks) strategies for strategies.
each phase.
Curriculum Strong Good Basic Minimal or no /5
and reflection on reflection reflection; reflection;
Instructional how Piaget’s with some limited lacks
Implications theory informs contextual connection to relevance.
(5 marks) curriculum and relevance. SA context.
differentiation
in SA context.
Structure, Well- Mostly clear Understandable Poorly /5
Language, organized, and well- but with written; lacks
and academic tone, referenced. structural or structure or
Referencing excellent referencing references.
(5 marks) referencing. issues.
| Total | /40 |
Question 2
Several challenges hinder the effective integration of cultural-social and canonical-academic
dimensions into South African mathematics education. Which problems prevent the full
integration of the cultural-social and canonical-academic dimensions of mathematics into the
South African curriculum and classroom? Identify and describe any five of these challenges.
| Total | /10 |
Question 3
Understanding how cognitive development influences learning is essential for designing effective
educational tasks. According to Jean Piaget, the formal operational stage—typically beginning
around age 11—marks a significant shift in a learner’s ability to think abstractly, reason logically,
and solve hypothetical problems. These cognitive abilities are especially important in
mathematics, where students must manipulate symbols, interpret graphs, and apply concepts
to real-world scenarios.
The task titled “Unraveling Algebra: Exploring Linear Equations and Functions” is designed
for learners in this developmental stage. It incorporates abstract reasoning, symbolic
manipulation, and real-life applications—hallmarks of formal operational thinking. The following
questions will guide you in analyzing how and why this task aligns with the characteristics of the
formal operational stage, and how it supports deeper mathematical understanding.
Task Name: "Unraveling Algebra: Exploring Linear Equations and Functions"
Objectives: The primary objective of this task is to deepen the understanding of
linear equations and functions among students aged 11 and older, who are in
the formal operational stage of cognitive development according to Piaget’s
theory. The specific objectives are:
1. Understanding Linear Equations: Students will learn to identify,
formulate, and solve linear equations in one variable.
2. Graphing Functions: Learners will create and interpret graphs of linear
functions, understanding the relationship between algebraic
expressions and their graphical representations.
3. Real-World Applications: Students will apply their knowledge of linear
equations and functions to solve practical problems, enhancing their
ability to relate mathematical concepts to real-world contexts.
Materials:
1. Graph paper: Used for plotting linear functions.
2. Whiteboard and markers: For teaching demonstrations and
collaborative work.
3. Algebra tiles or manipulatives: For visualizing algebraic equations and
operations.
4. Worksheets: Prepared problems for practicing linear equations,
graphing, and real-world applications.
5. Calculators: For checking solutions of equations and calculations.
6. Digital tools (optional): Software or applications for graphing functions,
such as Desmos or GeoGebra.
Steps for Activities:
1. Introduction to Linear Equations:
o Begin with a brief review of algebraic expressions and introduce
linear equations. Have students recognize that a linear equation
represents a line when graphed. Use simple examples, such as (y
= 2x + 3), to illustrate the concept Laja & Hijriani (2022).
o Engage students in a group activity where they create their own
linear equations using various coefficients and constants,
encouraging collaborative learning and discussion about the
properties of these equations.
2. Solving Linear Equations:
o Teach different methods for solving linear equations (e.g.,
isolation of the variable, using algebra tiles). Start with one-
variable equations, showing step-by-step solutions both on paper
and using manipulatives for visual reinforcement.
o Provide practice problems for students to solve individually or in
pairs, monitoring their understanding and offering help as
needed, ensuring that the learners are correctly applying the
methods introduced (Szkudlarek et al., 2022).
3. Exploring Functions and Graphing:
o Introduce the concept of functions as a special relationship
where each input corresponds to exactly one output. Provide
students with various linear equations to convert into a function
format (Gunawan et al., 2019).
o Have students plot the same functions they created in the
previous step on graph paper. Discuss the slope-intercept form
of a line and how different slopes (positive, negative) affect the
graph's orientation. Use technology to visualize these graphs
interactively to enhance understanding.
4. Applying to Real-World Problems:
o Present students with real-world scenarios that can be modelled
using linear equations. For example, they can work on problems
involving budgeting, distance-time relationships in physics, or
any linear relationship pertinent to their lives.
o Divide students into small groups to devise solutions using the
equations they learned. After solving, they can present their
scenarios and solutions to the class, fostering understanding of
the relevance and application of mathematics in everyday life
(Cohen & Avron, 2015).
5. Assessment and Reflection:
o Conclude the task with a quiz or a summative assessment
covering key concepts such as solving linear equations, graphing
functions, and applying mathematical reasoning to real-world
problems. This can include multiple-choice questions, short
answers, and practical graphing (Bastias et al., 2021).
o Encourage students to reflect on what they learned and how they
might use these skills in future mathematics or real-life
scenarios. This reflection can be submitted as a short-written
response or discussed in small groups, helping gauge
understanding and retention of the material.
Section A: Cognitive Characteristics (10 marks)
1. Describe the key cognitive abilities that define the formal operational stage
according to Piaget.
• How do these abilities differ from those in the concrete operational stage?
2. Explain how abstract reasoning is demonstrated in the task “Unraveling Algebra.”
• Which specific activities require students to think beyond concrete objects?
Section B: Task Analysis (10 marks)
3. Identify and analyze at least two components of the task that require hypothetical or
deductive reasoning.
• How do these components reflect formal operational thinking?
4. Discuss how the graphing of linear functions in this task supports the development
of abstract mathematical thinking.
• Why is the ability to interpret and manipulate symbolic representations (like
equations and graphs) a hallmark of formal operational thought?
Section C: Real-World Application and Reflection (20 marks)
5. Evaluate how the real-world problem-solving component of the task encourages
learners to apply abstract concepts to practical situations.
• How does this reflect the learner’s ability to transfer knowledge, a key feature of
formal operational cognition?
6. Reflect on how this task might challenge learners who are not yet fully in the formal
operational stage.
• What adaptations could be made to support such learners while still aiming for
cognitive growth?
| Total | /40 |
Question 4
Using the CAPS Mathematics documents for the Intermediate Phase (Grades 4–6) and Senior
Phase (Grades 7–9), study the progression of the content area “Patterns, Functions and
Algebra” as outlined on:
• Pages 18–19 of the Intermediate Phase CAPS
• Pages 21–22 of the Senior Phase CAPS
Then, answer the following question:
Task Question:
The South African mathematics curriculum can be viewed as a path or road that learners
travel along. Using this metaphor, critically analyse how the curriculum guides learners
from numeric and geometric patterns in the Intermediate Phase to a more integrated
understanding of functions in the Senior Phase.
In your response, you should:
1. Describe the progression of content from numeric and geometric patterns in the
Intermediate Phase to functions in the Senior Phase.
2. Identify any gaps or disconnects in the curriculum "path" that may hinder learners’
understanding.
3. Suggest one improvement that could help learners transition more smoothly from
pattern recognition to functional reasoning.
| Total | /10 |
Grand Total: 100
@UNISA 2025
