Theoretical Perspectives Essay
Running Head: Assessment 1 Maths Edu 1003
Word Count 1633
Assessment 1 Essay
Peta-Richelle D’Anann
Swinburne Online University
The world is changing rapidly, and learning techniques must keep pace. Whilst important to draw on existing theoretical perspectives it is essential that these can adapt and be utilized with the current rate of change. While there are many theoretical perspectives for educators to draw on Constructivism provides the scaffolding to support a child’s natural curiosity allowing students to learn through play and observation. Theories like Behaviourism had its place in time, however its linear perspective does not cater for the diverse cultures and materials now available, as it focused mainly on …show more content…
However only if students make “connections in the mathematical knowledge they were acquiring” (Anghileri, 2005, p. 3), are they able to extend on this, which in turn leads to further learning. However, this may have only been successful for a third of the class. Mathematical techniques and facts learnt in a dogmatic setting, often resulted in memory overload and confusion as students struggled to make connections or understand context that had very little to do with their everyday life. Anghileri (2005) states “mathematical knowledge is not something that is acquired by listening to teachers and reading textbooks”, it is something that needs to be experienced. Constructivism however, utilises all aspects of a student’s life and purposefully integrates it into learning, as this enables students the opportunity to apply their previous knowledge, assimilate knowledge into their everyday lives, with greater comprehension and awareness. It is this comprehension that is the key factor for mathematical thinking and communication. As Anghileri (2005, p. 5) points out that “children will only come to understand and generalise lessons about abstract mathematics if these are based on practical experiences and problem solving that have led to reflective thinking”. In the classroom of old, where once behaviourism had a place, it existed in a one-dimensional environment where a classroom may have contained children from a similar demographic. This essentially is no longer the world that exists, the demographics of a classroom are as diverse as the materials available for educators to use. Constructivism supports interaction with the use of these materials, integrates peer learning and allows students the time to understand and process new information. Everything has to change, constructivism provides the space and opportunity for educators and students alike to
Word Count 1633
Assessment 1 Essay
Peta-Richelle D’Anann
Swinburne Online University
The world is changing rapidly, and learning techniques must keep pace. Whilst important to draw on existing theoretical perspectives it is essential that these can adapt and be utilized with the current rate of change. While there are many theoretical perspectives for educators to draw on Constructivism provides the scaffolding to support a child’s natural curiosity allowing students to learn through play and observation. Theories like Behaviourism had its place in time, however its linear perspective does not cater for the diverse cultures and materials now available, as it focused mainly on …show more content…
However only if students make “connections in the mathematical knowledge they were acquiring” (Anghileri, 2005, p. 3), are they able to extend on this, which in turn leads to further learning. However, this may have only been successful for a third of the class. Mathematical techniques and facts learnt in a dogmatic setting, often resulted in memory overload and confusion as students struggled to make connections or understand context that had very little to do with their everyday life. Anghileri (2005) states “mathematical knowledge is not something that is acquired by listening to teachers and reading textbooks”, it is something that needs to be experienced. Constructivism however, utilises all aspects of a student’s life and purposefully integrates it into learning, as this enables students the opportunity to apply their previous knowledge, assimilate knowledge into their everyday lives, with greater comprehension and awareness. It is this comprehension that is the key factor for mathematical thinking and communication. As Anghileri (2005, p. 5) points out that “children will only come to understand and generalise lessons about abstract mathematics if these are based on practical experiences and problem solving that have led to reflective thinking”. In the classroom of old, where once behaviourism had a place, it existed in a one-dimensional environment where a classroom may have contained children from a similar demographic. This essentially is no longer the world that exists, the demographics of a classroom are as diverse as the materials available for educators to use. Constructivism supports interaction with the use of these materials, integrates peer learning and allows students the time to understand and process new information. Everything has to change, constructivism provides the space and opportunity for educators and students alike to