Name: Fathima Jiha Sayed

Student Number: 21329680

Module Code: EMA1501
Assignment 4
QUESTION 1

1. This is because at this young age, children simply need to comprehend the basics of data
handling before delving into more complex processes like interpreting and analysing data. This
requires a level of understanding and analysis that may be too advanced for grade R learners.

2. In the Foundation Phase (Grade R), the sequence through which learners master data handling
skills is as follows:
• Collecting Data: Learners are taught to make systematic observations and collect data.
• Sorting Data: Learners are then taught to organise data by sorting, classifying, and grouping
based on similarities and differences.
• Representing Data: In later stages of the Foundation Phase, learners are introduced to
techniques such as bar graphs, line graphs, and tables, which they use to represent their
data.
• Interpreting Data: At a later stage, learners begin to analyse and draw insights from their
graphs and tables, enabling them to make sense of data patterns and draw valid conclusions.
This sequence allows for a hierarchical mastery of data handling skills that builds on the
foundations set in previous stages, and gradually increases the scope and complexity of data
analysis. By mastering each stage, grade r learners are equipped with the necessary skills to
analyse, understand and draw valid conclusions from data in the subsequent primary grades

In grades 1 to 3, the sequence of data handling skill mastery is as follows:

• Collecting Data: Learners are taught to systematically gather data through observations,
surveys, and other methods.
• Representing Data: Learners then learn to represent data through various visual forms such
as bar graphs, line graphs, tables, and diagrams.
• Interpreting Data: Learners then move on to analysing and making sense of the data they
have collected and represented by drawing conclusions, making inferences, and identifying
patterns.
This sequence of progression gradually builds on the foundational skills of data collection and
representation, and culminates in the development of data analysis and interpretation skills. By
the end of Grade 3, learners are expected to have mastered the skills necessary to analyse,
understand and draw meaningful conclusions from data.

3.1. Problem Statement/Question: How are we feeling today as a class?

Data Handling Cycle

• Collecting Data:
a. Question 1: Everyone pick out a cutout that shows how you feel today.
b. Question 2: Why did you choose that cutout?
c. Question 3: What does that expression mean?
• Sorting Data:
a. Question 1: Let's put all the cutouts in groups that show similar expressions.
b. Question 2: What similarities do the cutouts in this group share?
• Representing Data:
a. Question 1: How can we show the class how we are feeling today using the cutouts?
b. Question 2: What type of graph could we create to show the different emotions in the class?
• Interpreting Data:
a. Question 1: What do you notice about the graphs we've created?
b. Question 2: How does the class as a whole feel today?
c. Question 3: How do the different groups of emotions compare?
3.2.
•
Yes, the data-handling process did solve the investigation, providing a clear representation
of the emotions felt by the class.
• What went well:
a. The activity involved students in active participation and decision-making.
b. Students were able to express their emotions and understand those of others.
c. The activity provided an opportunity to practice data-handling skills in a practical and
meaningful context.
• What do differently next time:
a. I would consider adding more emotions to the container to better represent the range of
emotions that individuals might be feeling.

QUESTION 2

2.1. As a primary and high school student, I had mixed feelings about assessment. Some aspects I
liked were:
• Receiving feedback on my progress: I enjoyed receiving feedback from teachers, as it helped
me understand my strengths and areas for improvement, and motivated me to improve.
• Challenging myself: I enjoyed how assessment pushed me to think critically and apply my
knowledge and skills in challenging tasks.
• Benchmarking: I liked how assessment allowed me to compare my performance with others,
which helped me gauge my understanding and progress.
However, there were also things I disliked about assessment.
• High levels of stress and anxiety: Assessment often came with high levels of stress and
anxiety, as I felt a lot of pressure to perform well and meet expectations.
• Disconnect between assessment and learning: At times, I felt that assessment focused too
much on marks and grades, and not on actually learning and understanding the material.
• Lack of fairness: Sometimes, the assessment process felt unfair, as the criteria might not
have been clear or fair for all students, and there could be biases in grading and feedback.

2.2. Assessment is not solely a tool for testing children’s learning, but it can also be a valuable tool to
support learning in several ways. While assessment can provide a measure of a child’s progress
and understanding, it can also serve as a tool for promoting learning. By providing children with
feedback on their work, assessment helps them to identify areas of Strength and weakness in
their understanding. This can then be used to guide and direct future learning and help children
to develop their knowledge and skills further. In addition, assessment can also provide
motivation for children to improve and can give clear benchmarks for progress.

2.3. Within the context of early childhood teaching, I would agree with the views that assessment is
not only a tool for testing children’s learning, but it can also be a valuable tool to support
learning. Early childhood education is all about fostering the development and well-being of
young children, and assessment can play a significant role in this process. In early childhood,
assessment should focus on identifying and supporting the individual needs and abilities of each
child, rather than solely on measuring and grading their performance. Therefore, assessment
should serve as a tool for both evaluating and supporting children's learning and development.

2.4.
• Observations: Observations are a form of informal assessment in which the teacher watches
and takes note of children's behaviour and interactions without directly questioning or
testing them. In the context of emergent mathematics, observations can provide valuable
information on children’s understanding of mathematical concepts and patterns. For
 example, observing how children explore and manipulate objects can provide clues about
their thinking and problem-solving skills. Similarly, watching how children interact with
others during mathematical activities can provide insights into their social and emotional
development around mathematics. By making careful observations, teachers can obtain a
holistic view of children’s mathematical development and identify areas of strength and
weakness.This is one of the most appropriate assessment methods for emergent
mathematics is through regular observations. Observations can help teachers gauge a child's
understanding of mathematical concepts and identify areas where the child may need
additional support or practice.
• Informal Conversations: Informal conversations is an assessment method in which the
teacher engages with children in open-ended discussions about mathematical concepts and
problems. This method allows the teacher to assess children's understanding of
mathematical concepts by observing how they respond to questions, express their ideas,
and engage in discussions. For example, during an informal conversation, a teacher might
ask a child to describe a strategy they used to solve a problem, or ask them to explain how
they arrived at a certain answer. The teacher can also use prompts and open-ended
questions to encourage children to think critically and express their thinking around
mathematical concepts. Informal conversations with children can also provide valuable
insights into their understanding of mathematical concepts. By asking open-ended questions
and engaging in discussions, the teacher can assess a child’s knowledge and identify any
misconceptions or difficulties they may be experiencing.
• Portfolio Assessment: Portfolio assessment is another effective assessment method for
emergent mathematics. This method involves collecting and analysing various pieces of
children's work, such as drawings, descriptions, or other artefacts, to assess their progress
and understanding of mathematical concepts. This method allows teachers to track
children's progress over time and gain insight into their individual learning styles and
interests

2.5. Criteria:
• Can the child count accurately up to ten?
• Does the child use correct number words?
• Can the child associate the number with the corresponding set of objects?
• Can the child count objects in sets of different sizes?
• Does the child understand the concept of one-to-one correspondence?
• Can the child compare two sets and determine which set has more/fewer objects?