constructivism in the mathematics classroom

Constructivism in the Mathematics Classroom

EDN 322

Constructing Knowledge

Knowledge is not passively received Students create new mathematical

knowledge by reflecting on their physical and mental actions

Learning reflects a social process

Piaget - 4 Stages of Development

1. Sensorimotor - Birth-2 years2. Preoperational - 2-7 years3. Concrete Operations - 7-11 years4. Formal Operations - 11-16 years

Sensorimotor StageBirth – 2 years oldDevelops a set of concepts about

reality and how it worksAt the beginning of this stage,

children do not have object permanence

Preoperational Stage Ages 2-7Unable to think abstractly- needs

concrete physical situations

Concrete OperationsAges 7-11Build logical structures that explain

physical experiencesAbstract problem solving is possible

at this stage

Formal OperationsBeginning at ages 11-15Cognitive structure are like those of

an adult and include conceptual reasoning

Organization of Schema

1. Assimilation

2. Accommodation

Vygotsky - ZPD

The gap between a child’s apparent developmental level (independent problem solving) and a somewhat higher level of potential development, as determined with the guidance of a more experienced person

Lev Vygotsky - ZPD

Learning Styles – A way to individualize instruction

Individuals perceive and process information in very different ways

Teachers should present information in different ways to meet different learning styles

Multiple IntelligencesHoward GardnerSuggests there are at least eight

ways that people have of perceiving and understanding the world

According to Gardner,

All human beings possess all eight intelligences in varying amounts.

Each person has a different intellectual composition. We can improve education by addressing the multiple

intelligences of our students. These intelligences are located in different areas of the

brain and can either work independently or together.

HOMEWORK: MI Test

http://www.mitest.com