Question 2

2.1 "Attard (2014) discusses the factors influencing engagement in mathematics classrooms in terms of three dimensions":

- A behavioral dimension, which involves working towards positive, pedagogical relationships.
- An emotional dimension, which stimulates student engagement with mathematics.
- A cognitive dimension, which requires engaging in teaching strategies.

Explain how you will use the cognitive dimension in teaching fractions to your Grade 4 learners.
(8)

2.2 Explain how you will assist learners to understand the relationship between decimals, percentages, and common fractions.
(12)

[20]

The answer details using the cognitive dimension in teaching fractions to Grade 4 students and explains how to assist learners in understanding the relationship between decimals, percentages, and fractions.

Explanation:

Cognitive Dimension in Teaching Fractions:

When teaching fractions to Grade 4 learners, you can use the cognitive dimension by incorporating various teaching strategies that engage students in understanding the concepts of fractions. For example, you can use visual aids like fraction bars or circles to help students visualize fractions and practice manipulative activities where they physically work with fractions.

Understanding the Relationship Between Decimals, Percentages, and Fractions:

To assist learners in understanding the relationship between decimals, percentages, and common fractions, you can show them how these concepts are interconnected. For instance, you can demonstrate that a decimal such as 0.50 is the same as 50%, which is equivalent to 1/2 as a fraction. This visual representation can help students grasp the connections between these mathematical concepts.

Learn more about teaching mathematics here:

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