Lesson Unit 1.

5
Leereenheid 1.5

Developing learners’ mathematical writing skills in the Foundation

Phase
Ontwikkeling van leerders se Wiskunde skryf vaardighede in die
Grondslagfase
Charlesworth, R., Lind, K. & Fleege, P. 2015. Language and concept
formation. (In Math and science for young children. 4th ed.
Thompson/Delmar learning. Unit 15, p. 188-195).

Lee, K. P. (2010). A guide to writing mathematics. .

Petersen, B., McAuliffe, S., & Vermeulen, C. (2017). Writing and mathematical
problem solving in Grade 3. South African Journal of Childhood
Education, 7(1), 1-9.

Thompson, R. & Rubenstein, R.N. 2000. Learning mathematics vocabulary:

potential pitfalls and instructional strategies. Mathematics teacher, 93:7.
October.

Vorster, J.A. The influence of terminology and support materials in the main
language on the conceptualisation of geometry learners with limited English
proficiency: Chapter 3. The role of language in the mathematics classroom.
(Dissertation – MEd)

Atkins Chapter 12 – Making sense of Word problems.

• Traditional class rooms • Tradisionele klaskamers vs
vs Modern class rooms Moderne klaskamers
• Strategies to facilitate • Strategieë om skryf in
Mathematical writing Wiskunde te fasiliteer.
• Skryftake
• Writing tasks
• Hoekom moet leerders in
• Why must children write Wiskunde skryf?
in Math?
• Voordele vir skryf in
• Benefits of writing in Wiskunde
Math • Woorde en simbole wat
• Words and Symbols gebruik word met skryf in
used to write in Math Wiskunde
• What is pre-writing • Wat is voor-skryf ervarings?
experiences? • Kreatiewe skryf in
• Creative writing in Math Wiskunde
• Skryf van woordprobleme
• Writing of Word problems
 Written language’ in the traditional mathematics
classrooms
• Learner has little occasion to practise to • Leerders het min geleentheid om die skryf
write the mathematics register of the van die wiskunde register te oefen arner
language of instruction has little occasion to practise to write the
mathematics register of the language of
• Learner experiences formal written instruction
language only in the textbooks
• Leerders ervaar slegs formele skryf taal in
• Learners are only required to read, interpret handboeke
and memorise it
• Daar word slegs van leerders verwag om te
• The informal use of mathematics as lees, te interpreteer en dit te memoriseer.
language to write, express, and explain
thoughts and processes is seldom required • Die informele gebruik van wiskunde as taal
of the learner. vir skryf, uitdruk en verduidelik van
gedagtes en prosesse word selde vereis.
• Mathematics is confined to writing down
calculations, mathematics manipulations, • Wiskunde is beperk tot die neerskryf van
geometrical proofs, memorised definitions bewerkings, wiskundige manipulasies,
and graphical representations metingsbewyse, memoriseer van definisies
en grafiese voorstellings.
• The use of language communication
(English) is mostly confined to word sums, • Die gebruik van taal kommunikasie (Afr) is
few expressions and short sentences. meestal beperk tot woordsomme, ‘n paar
uitdrukkings en kort sinne.
• Symbols play a major role in written
mathematics. • Symbole speel ‘n belangrike rol in die skryf
van Wiskunde.
The importance of writing in Mathematics
Die belangrikheid van skryf in Wiskunde
• It helps learners to make sense of • Dit help leerders om sin te maak van
mathematical problems: wiskunde probleme:
• learners learn how to represent and • leerders leer hoe om hul denke te
communicate their thinking through verteenwoordig en te kommunikeer deur
numbers, words and pictures (Amaral, getalle woorde en prente (Amaral, 2010).
2010).
• ‘n leerder moet instaat wees om idees te
• A learner must be able communicate ideas kan kommunikeer dat ander leerders dit
in a way which is comprehensible to others. kan verstaan
• Writing in mathematics supports the • skryf in Wiskunde ondersteun die
thinking process. denkprosesse.
• Writing in mathematics can also help • skryf in Wiskunde kan leerders ook help om
students consolidate their thinking because hul denke te konsolideer want dit vereis
it requires them to reflect on their work and refleksie op werk en op denke oor eie idees
clarify their thoughts about the ideas” (National Council of Teachers of
(National Council of Teachers of Mathematics [NCTM], 2000, p. 61).
Mathematics [NCTM], 2000, p. 61).
• help met leer en behoud van konsepte wat
• help to learn and retain concepts explored ondersoek word in die Wiskunde klas.
in the Mathematics class.
• Writing task encourages learners • Skryf aktiwiteite moedig leerders
to put their knowledge and aan om hul kennis en begrip van
understanding of mathematics Wiskunde op ‘n kreatiewe
across in a creative, collaborative gekombineerde wyse weer te gee.
way. • Die skryf van goeie wiskunde
• Writing good mathematical verduidelikings sal jou kennis en
explanations will improve your begrip van wiskundige idees
knowledge and understanding of waarmee jy in aanraking kom
the mathematical ideas you verbeter.
encounter.
• Skryf aktiwiteite skep geleenthede
• Writing activities create om die SPO te bewerkstellig.
opportunities for a ZPD to be
established. • Skryf in wiskunde is bekendgestel
en geïmplementeer as ‘n
• Writing in mathematics was ondersteuningsinstrument vir
introduced and implemented as a leerders se gebruik van
tool to scaffold learners’ use of probleemoplossingsstrategieë en
problem-solving strategies and as hulp met die oplos van
support them when solving Wiskunde probleme.
mathematical problems.
• Allen (1991) verduidelik dat skryf
• Allen (1991) stated that writing can
‘n instrument is wat
be an instrument in promoting the
self-regulation aspect of selfreguleringsaspek van
metacognition metakognisie bevorder.
Development teaching and learning of written language and/or
communication
Ontwikkel onderrig en leer van skryftaal en/of kommunikasie

• The fact that teaching and learning is • Die feit dat onderrig en leer ondersteun
underpinned by Vygotsky’s view, method word deur Vygotsky se uitkyk, metodes
such as investigative approach, conceptual soos die ondersoekende benadering,
development and the importance placed on konseptuele ontwikkeling en die
group work with peers have actually belangrikheid van groepwerk met maats
changed the world view and the teaching het die wêrelduitkyk en onderrig en leer
and learning scene. verander.
• Written mathematics should also include • Skryf in wiskunde moet ook die beskryf van
the description of the process of thinking, die denkprosesse, ondersoeke en
exploring and discussing which leads to the besprekings wat gelei het tot die
discovery process. Writing included ontdekkingsproses insluit. Skryf sluit in
mathematics structures and relationships. wiskunde strukture en verhoudings.
• In order to communicate the processes and • Om prosesse en denke van leerders te
thoughts, learners have to use the informal kommunikeer moet leerders die informele
written mathematical register of the skryf wiskunde register van die taal van
language of instruction. onderrig gebruik.
• When the learner writes down the • Wanneer leerders die prosesse en
processes and reasoning, he has to reflect redenerings neerskryf moet hy/sy reflekteer
on the mathematics involved in order to oor die betrokke wiskunde om sodoende
formulate his thoughts and communicate sy/haar denke duidelik te formuleer en te
clearly. kommunikeer.
Strategies to facilitate mathematical writing
Strategieë om skryf in Wiskunde te fasiliteer
• Learner journals used to capture ideas addressed • Leerder joerrnale wat gebruik word om idees wat in
in class. Class discussions can conclude with die klaskamer aangespreek is te vervat:
journals as a way of listening to students as they Klasbesprekings kan afgesluit word met joernale as
communicate in class. ‘n wyse van luister na leerders wanneer hulle
• kommunikeer in die klaskamer.
Writing entry, which is a teaching philosophy that,
if you can not fix it, feature it. They emanate from • Toegang skryf, wat ‘n onderrig filosofie is wat dit
journal writings that cause confusion such as stel dat as jy dit nie kan regmaak nie dan moet jy
(what is the square of a number and the square dit karakteriseer. Dit het hul oorsprong vanuit die
root of a number? Writing samples should be leerder joernale waar daar verwarrings voorkom
discussed to learn what constitute clear, valid soos “wat is die vierkantsgetal en wat is die
mathematical communication. vierkantswortel van ‘n getal?”Skryf voorbeelde moet
bespreek word om aan te toon wat duidelike,
• Learner can peer-assess and evaluate one geldige wiskundige kommunikasie is.
another’s writing; to check the other student’s • Leerders kan maat-asseseer en evalueer mekaar
writing determining its validity and clarity. This
se geskrewe werk, te kontroleer vir geldigheid en
requires a different level of thinking. duidelikheid. Dit vereis ‘n anderse vlak van denke.
• Integrates writing and problem solving; where • Integreer skryf en probleemoplossing: tydens die
they write explanations of their thinking, which skryf van verduideliking van denke versterk hul
strengthens their understanding. begrip.
• Written descriptions with visual images, where • Skryf van beskrywings met visuele beelde waar
students, write definitions and draw or identify leerders definisies skryf en teken of identifiseer
examples and non-examples. Eg collect and voorbeelde of nie-voorbeelde bv versamel en deel
share examples of mathematical terminology, voorbeelde van widkunde terminologie, grafieke en
graphs, and symbols. simbole.
• Think twice mentally; learners write about their • Dink twee keer mentaal; leerders skryf oor hul eie
own experiences using mathematical terms- ervarings deur gebruik te maak van wiskunde terme
could use mental maths, story, etc. – kan hoofrekene, stories ens. gebruik.
The Five writing tasks to promote writing skills in the
mathematics classrooms (Burns, 1995):
Die vyf geskrewe opdragte om skryfvaardighede in die
Wiskunde klaskamer aan te moedig (Burns, 1995):
• ‘Writing to solve mathematical problems’, Burns • Skryf om probleme op te los’, Burns (1995:69) stel
(1995:69) suggests learners solve, explain and voor dat leerders probleme oplos,verduidelik en hul
justify their thinking by using a variety of strategies denke regverdig deur die gebruik van ‘n
to proof and interpret results. Learners use writing in verskeidenheid strategieë om dit te bewys en te
numbers, pictures and words to explain their interpreter. Leerders bebruik die skryf van getalle,
thinking behind their solution strategies. prente, en woorde om denke agter die
oplossingsstrategieë te verduidelik.
• ‘Writing to record (keeping a journal or log)’,
learners keep ongoing records about what they are • ‘Skryf om te bewys’ (die hou van joernale)’, leerders
doing and learning in their mathematics class. hou deurlopende joernale oor wat hulle doen en leer in
• die wiskunde klas.
‘Writing to explain’ is considered a form of
notetaking where learners define a mathematical • ‘Skryf om te verduidelik’ word gesien as notas
concept or term in their own words or summarise neerskryf waar leerders ‘n wiskunde konsep of term in
what they have learned hul eie woorde definieer en opsom wathulle geleer het.
• ‘Writing about thinking and learning processes’
• Skryf oor denke en leerprosesse’ laat leerders toe
allows learners to think beyond the actual
om te dink verby die wiskunde les. Leerders skryf oor
mathematics lesson. Learners write about their hul gunsteling en nie-gunsteling aktiwiteite, eienskappe
favourite or least favourite activities, qualities of a van ‘n goeie probleemoplossings vennoot.
good problem-solving partner
• ‘Shared writing’, the teacher and learners • ‘Gedeelde skryf’, die onderwyser en leerders
formulate a mathematical story or poem reflecting formuleer ‘n wiskundige storie of gedig om hul begrip
their understanding of a particular concept. van konsepte te reflekteer. Onderwysers gebruik hierdie
Teachers use this writing experience in the ervaring om te reflekteer op wiskunde in die klaskamer.
Gedeelde skryf ‘n element van ‘n Gebalanseerde Taal
mathematics classroom to review. Shared writing is
benadering waar onderwysers en leerders saam skryf.
an element of the Balanced Language Approach in (South Africa DBE 2011b:12)
which learners and the teacher write together
(South Africa DBE 2011b:12)
Constructing word problems
Konstruksie van woordprobleme
• Provide a picture with • Verskaf ‘n prent met
mathematical content. wiskundige inhoud.
• Let learners discuss the • Laat leerders die prent
picture. bespreek.
• Who/what is in the • Wie/Wat is in die prent?
picture? • Identifiseer die
• Identify the amounts. hoeveelhede.
• Conclude the calculation. • Lei die bewerking af.
• Use the worksheet on • Maak gebruik van die
the next slide as werkskaart op die
guideline. volgende skyfie as riglyn.
Constructing word problems
Konstruksie van woordprobleme
Guidance for constructing word problems
Leiding vir die konstruksie van woordprobleme
Use word origins to remember formal mathematical
terminology
Gebruik woordoorsprong om wiskunde terminologie te
onthou
• Woordoorsprong is die
• Word origins are the etymologies
etymologies of oorsprong van
or origins of words that help build woorde wat help met die
bridges between everyday oorbrugging van alledaagse taal
language and mathematical en wiskundige taal
language
• Woorde het geskiedkundige en
• Words have histories and roots oorsprong wat leerders help met
that help students make konneksies tussen Afrikaanse
connections between English woorde en wiskundige terme
words and mathematics terms • Bv. ‘produk’ en ‘faktor’ – kan
• E.g ‘product’ and ‘factor’ – can be verduidelik word deur hul
clarified through their etymologie. ‘n Produk is iets wat
etymologies. A product is geproduseer word; of ‘n resultaat
something that is produced, or is en ‘n faktor is ‘n bestandeel of ‘n ,
a result; and a factor is an net soos ‘6 x 9’ die faktore of
ingredient, just as ‘6 x 9’ is the contributors is, en 6 en 9
factors, 6 and 9 produce the produseer die resultaat of produk
result, or product 54. van 54.
Words and symbols used to describe specific
mathematical terms
Woorde en simbole word gebruik om spesifieke
wiskundige terme te beskryf
• Use words and symbols • Gebruik woorde en simbole waar
appropriately toepaslik
• Do not use the equal sign when • Moenie die gelykaan teken
you really mean “the next step gebruik wanneer daar ‘n
is” or “implies”. The above implikasie is van die volgende
example is really saying that −1 stap. Die bogenoemde voorbeeld
= 0 = 1! Using arrows instead of sê eintlik −1 = 0 = 1! Die gebruik
equal signs is a slight van pyltjies ipv die gelykaan
improvement, but still not teken is ‘n verbetering maar
applicable. nogsteeds nie toepaslik nie.
• Symbols can correspond to • Simbole moet korrespondeer met
verskillende dele van ‘n gesprek.
different parts of speech. For
Soos bv. 1+1=2 is ‘n perfekte
instance, below is a perfectly volledige getalsin.
good complete number
sentence. 1+1=2 . • Die simbool”=“ tree op as ‘n
werkwoord.
• The symbol “=” acts like a verb.
• Good writing observes the • Goeie skrywers slaan ag op
rules of grammar sinsbou reels
• However one element in • Alhoewel een element wat in
mathematical writing which is skryf in wiskunde voorkom
not found in other types of wat nie inander tipe skryf
writing: formulas. voorkom nie is formules.
• Equations follow the standard • Vergelykings volg die
grammatical rules that apply standaard sinsbou reels wat
to words. vir woorde geld.
EXAMPLE: • VOORBEELD:
• So logically, the “>” symbol is
• So logies word die “>” die
called a “greater-than sign”
and the “<” symbol is called a “groter as simbool” en die
“less-than sign.” You can also “<“ die “kleiner as simbool” jy
use the “≥” or “≤” symbols if a kan ook die “≥” of “≤” gebruik
number, usually a variable, as die getal gewoonlik ‘n
may be greater than or equal veranderlike is, kan die getal
to another number, or less groter en gelykaan of kleiner
than or equal to it. as en gelykaan.
SYMBOLS AND WORDS:
Gr 1- Vocabulary
Gr 1 - Woordeskat
Gr 3- Vocabulary
Gr 3 - Woordeskat