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 years 2. Preoperational - 2-7 years 3. Concrete Operations - 7-11 years 4. Formal Operations - 11-16 years

Sensorimotor Stage Birth – 2 years old Develops a set of concepts about reality and how it works At the beginning of this stage, children do not have object permanence

Preoperational Stage Ages 2-7 Unable to think abstractly- needs concrete physical situations

Concrete Operations Ages 7-11 Build logical structures that explain physical experiences Abstract problem solving is possible at this stage

Formal Operations Beginning at ages 11-15 Cognitive structure are like those of an adult and include conceptual reasoning

Organization of Schema Assimilation 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 Intelligences Howard Gardner Suggests there are at least eight ways that people have of perceiving and understanding the world

Multiple Intelligences!

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