1. Constructivism in the Mathematics Classroom
EDN 322

2. 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

3. Piaget - 4 Stages of Development
1. Sensorimotor - Birth-2 years
2. Preoperational years
3. Concrete Operations years
4. Formal Operations years

4. 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

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

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

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

11. Organization of Schema
Assimilation
Accommodation

12. 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

13. Lev Vygotsky - ZPD

14. 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

15. Multiple Intelligences
Howard Gardner
Suggests there are at least eight ways that people have of perceiving and understanding the world

16. Multiple Intelligences!

17. 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.

18. HOMEWORK: MI Test