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Consider the task of learning the multiplication combination: 7 X 8 = 56 Talk with your partner to come up with as many good ways as you can to think about the answer. A good way is one that is simple enough to become completely mental (no counting or finger tricks) and should be mathematical.
Information Processes Learning Theory Linked to Behaviorist Theory The Information Processing Model
Effectors
Response Generator
Model employed by information-processing theories of learning and memory. From R.M. Gagne, Essentials of learning for instruction. Copyright 1974by the Dryden Press, a division of Holt. Rhinehart and Winston. As cited in: Gagne R.M. (1985) The Conditions of Learning 4th Edition. Chicago, Ill.: Holt, Rhinehart, and Winston, Inc.
Environment
Receptors
Sensory Register
Short-term Memory
Long-Term Memory
Circles: Formulas and Definitions Practice Short Term Memory Practice Short Long Term memory Practice Long Term Memory Practice Long Term Memory Practice Permanent Memory Assessssssssssss and Move on
No matter how lucidly and patiently teachers explain to their students, they cannot understand for their students.
~Schifter & Fosnot (1993)
Knowledge is actively created or invented by the child Children create new mathematical knowledge by reflecting on their physical and mental actions. Learning is a social process in which children grow into the intellectual life of those around them. When a teacher demands that students use set mathematical methods, the sense-making activity of students is seriously curtailed.
Students should develop mathematical structures that are more complex, abstract, and powerful than the ones they currently possess so that they are increasingly capable of solving a wide variety of meaningful problems. Students should become autonomous and self-motivated in their mathematical activity.
Instrumental Understanding
Relational Understanding
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Implications for Teaching and Learning: What does a Constructivist teacher do?
Create a mathematical environment Pose worthwhile (cognitively demanding) mathematical tasks Use cooperative learning groups Use models and calculators as thinking tools Require justification of student responses Encourage discourse and writing Listen actively
Elicit Thinking
In NCTMs Principles of Standards for School Mathematics, teachers are encouraged to develop instructional programs that enable ALL students to make and investigate mathematical conjectures and communicate their mathematical thinking coherently and clearly.
Discovering geometry relationships existing within the construct of a circle Investigate and explore Collect Data and Analyze Make conjectures and generalizations Assess understanding and move on
Mathematical Knowledge
1.Conceptual Knowledge (logical
relationships, representations, an understanding and ability to talk, write and give examples of these relationships, etc.) 2. Procedural Knowledge (knowledge of rules and procedures used in carrying out routine mathematical tasks and the symbols used to represent mathematics)
NCTM Standards
The Learning Principle makes it very clear that learning with UNDERSTANDING is both essential and possible. That is, ALL children can and must learn mathematics with understanding. It is impossible to predict the kinds of problems students will face in the future. The Learning Principle says that understanding is the only way to ensure that students will be able to cope with these unknown problems in the future.
Unpacking Division
169 14 =
Procedural Knowledge
It is generally accepted that procedural rules should never be learned in the absence of a concept.
(John A. Van De Walle)
Base 10 Blocks (Number Relationships) Tangrams (Geometric Relationships) Unifix Cubes (Measures of Central Tendency) Others, etc. (Share ideas)