1. 1900-1950 Behavior E.L. Thorndike Learning as behavior exhibited to a particular task(Bond Theory - Stimulus Response.) Mathematics as procedures. Cognitive John Dewey Learning as a cognitive structure exhibited by adaptability to new situations. (Learning as a growth process) Mathematics problem solving.

2. Others Behavioral Pavlou, B.F.Skinner Gagne’, Bloom,Saxon. Cognitive Dienes (Models), Piaget (Stage Development), Brownell ( Meaning Theory), J. Bruner ( Structure)

3. What Society Valued. 1900 - 1944Basic Computation for finance, construction and commerce. Dominate Psychology Behavioral

4. Focus of instruction Determine the behavior that is desired. Determine the bonds that are necessary to elicit this behavior Break up instruction into bonds Instruct in a logical schema

5. Role of the Teacher The central activity in the classroom.

6. Role of the Student Passive Recipient of Knowledge

7. Example Law of Cosines Compute the a missing side of a triangle given a angle. What do students have to know? c 2 = a 2 + b 2 - 2ab (cos C) a 2 = c 2 + b 2 - 2bc (cos A) b 2 = a 2 + c 2 - 2ac (cos B)

8. Solve

9. What is the answer? Find the missing side: 1. 2.

10. Advantages Break up the curriculum into small pieces Makes objectives clear and measurable Disadvantages Children frequently cannot transfer to a novel situation or A situation that is not identical the the bond formed in class.

11. Cognitive- Constructionist Provides a meaningful task. Establishes meaning. Connects knowledge to prior knowledge. Provides a structure as opposed to a rule.

12. Law of Cosines What does it mean? What connection connection here to prior knowledge? What is the structure here?

16. 1930-1950 Dewey - Learning as Growth Kilpatrick - Project Method William Brownell - Meaning Theory Zoltan Dienes - Meaning Through Models

17. 1950 - Present Jereome Bruner Jean Piaget Max Beberman UICSM Robert Davis Madison Project Edwin Begle SMSG