EDU10003 The World Of Maths Assessment 2 ESSAY SM
EDU10003
The World of Maths
Assessment Two
It is crucial to develop in children the ability to tackle problems with initiative and confidence…mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri, 2006, p.2).
Mathematical understanding influences all areas of life from social to private and civil. Therefore maths education is widely believed to be the single most important aspect to establishing opportunities for young people; unfortunately, many struggle with mathematics and become indifferent as they continue to encounter obstacles with regard to engagement (Anthony & Walshaw, 2009). Knowing a person’s ability to learn is greatly impacted by teaching beliefs and practices, it is imperative that educators are able to develop and deliver information in an inclusive and cohesive learning environment. Reviewing and developing improved pedagogy to reflect these changes in understanding learning and teaching beliefs in response to the changing needs of society. This essay will explore past teaching practices, the recent findings regarding maths learning development and pedagogy, comparison of learning theory, and the way ahead for improvements to mathematic pedagogy utilising constructivist learning theory within maths-learning environment.
History indicates children were previously thought of to be receptacles for information to be placed or transmitted – this form of learning was known as ‘behaviourist learning’. Simply put, behaviourist learning is based on drill and practice, with reinforcement by reward for desirable behaviour in the form of correct answers and punishment or lack of reward for undesired behaviour. Although effective to explain the learning of animals, years of study and research has now proven, children respond better to learning when given the opportunity to engage and make connections in the
The World of Maths
Assessment Two
It is crucial to develop in children the ability to tackle problems with initiative and confidence…mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri, 2006, p.2).
Mathematical understanding influences all areas of life from social to private and civil. Therefore maths education is widely believed to be the single most important aspect to establishing opportunities for young people; unfortunately, many struggle with mathematics and become indifferent as they continue to encounter obstacles with regard to engagement (Anthony & Walshaw, 2009). Knowing a person’s ability to learn is greatly impacted by teaching beliefs and practices, it is imperative that educators are able to develop and deliver information in an inclusive and cohesive learning environment. Reviewing and developing improved pedagogy to reflect these changes in understanding learning and teaching beliefs in response to the changing needs of society. This essay will explore past teaching practices, the recent findings regarding maths learning development and pedagogy, comparison of learning theory, and the way ahead for improvements to mathematic pedagogy utilising constructivist learning theory within maths-learning environment.
History indicates children were previously thought of to be receptacles for information to be placed or transmitted – this form of learning was known as ‘behaviourist learning’. Simply put, behaviourist learning is based on drill and practice, with reinforcement by reward for desirable behaviour in the form of correct answers and punishment or lack of reward for undesired behaviour. Although effective to explain the learning of animals, years of study and research has now proven, children respond better to learning when given the opportunity to engage and make connections in the
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