My Philosophy of a Constructivist Mathematics Education...

â€Å"Understanding is a measure of the quality and quantity of connections that a new idea has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27).† My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering a student’s mathematical experience that fundamentally stems from a Piagetian genetic epistemological constructivist model. This allows the student to scaffold their learning through cognitive processes that†¦show more content†¦This is achieved by using a range of effective teaching strategies. Justified learning teaching strategies to develop understanding meaning It is important to note that a student’s view of a subject is founded upon the experiences in which he/she is immersed in and this subsequently forms their expectations of mathematics (Knowles, 2009, p.29). The strategies that teachers employ should be both challenging but achievable and furthermore harmonize with Vygotsky’s zone of proximal development (ZPD). My belief of a constructivist mathematics classroom is that it should be a welcoming and dynamic place. This entails that the classroom should look different to traditional mathematics classrooms by having numerous types of concrete materials (MAB blocks, dice, counters, etc) and measuring devices for hands-on activities. Desks should also be arranged in groups to encourage, and further stipulate, a collaborative learning environment (Crawford et al., 1999, p.24). By working in groups, through co-operative and collaborative tasks, students are moreShow MoreRelatedMy Philosophy of a Constructivist Mathematics Education545 Words   |  3 Pagesenriching and empowering students’ mathematical experiences that fundamentally stems from a Piagetian genetic epistemological constructivist model that allow students to scaffold their learning through cognitive processes that are facilitated by teaching in a resource rich and collaborative environment (Thompson, 1994, p.69). The student Constructivist learning in mathematics should endeavour to encourage students to â€Å"construct their own mathematical knowledge through social interaction and meaningfulRead MoreEssay Theoretical Stance on Learning and Teaching Mathematics1495 Words   |  6 Pagesthe Teaching of Mathematics – As a pre-service teacher, my philosophy of teaching Mathematics is based on a constructivist, student-centred approach. I have learned, through my practicum experiences, as well as Mathematics Education courses, which advocate this approach, that it is the most effective way to teach Mathematics. This essay will explicitly describe my philosophy, as well as explain and justify the specific teaching and learning strategies related to this philosophy, supported by theRead MoreExploring Inquiry Based Spatial Sense Activities1236 Words   |  5 Pagesteachers accountable for the education of America’s children. These initiatives are somewhat convoluted, but are in place to ensure that students who graduate our educational institutions are college and career ready. These reforms are reinforced by the General Assembly, who in 1995, passed legislation that requires students with disabilities be educated and held accountable to the standards of their non-disabled peers (US Governme nt, 2015). Prior to 1995, special education teachers had been affordedRead MoreQuestions On Teaching And Learning2111 Words   |  9 PagesThe area of curriculum in which I am interested is primary school mathematics in New Zealand. Learning and teaching mathematics is an important area of focus and challenge for teachers and researchers. Children difficulties with like and dislike for mathematics seem to increase as they progress to higher grades and, as testing become more significant in terms of its intermediate and lower term consequences. The NZC (MoE, 2007a) provides a distinct statement of the knowledge, competencies, and valuesRead MoreMy Beliefs As An Educator For Over Nineteen Years Essay1678 Words   |  7 PagesMy Beliefs As an educator for over nineteen years, I have witnessed many different styles and methods of teaching and learning. Reflecting on past years I see many different factors that have built my beliefs and philosophy on leadership, teaching and learning. While some beliefs have been established through formal education; most are a result of observation, trial-and-error, field-tested, real-time, relevant learning experiences. â€Å"Learning is how people make sense of their experience – learningRead MoreEssay on Special Education Reflection1336 Words   |  6 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. I always knew that making fun of students with learning disabilities was wrong. However, I never felt that inclusion of special education studentsRead MoreSpecial Education Reflection1329 Words   |  6 PagesREFLECTION PAPER Reflection Paper En Tseh Wang Lehigh University Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. I always knew that making fun of students with learningRead MoreMy Teaching Ideas and Theory Applications2728 Words   |  11 PagesI believe every child can succeed in mathematics, and it is my role to unlock this potential. I aim to teach in ways that help children develop cooperation, assertion and responsibility, as well as a good understanding of subject matter. I believe this can be achieved by creating a culture in the classroom that is built gradually on trust, with a common language, through rules that we create together, and by practicing procedures until they become nearly automatic. I aim to use the resources, materialsRead MoreThe Effect Of Inquiry Based Learning On Pupils Understanding2214 Words   |  9 PagesINQUIRY – BASED LEARNING ON PUPILS’ UNDERSTANDING Two of the three aims of the national curriculum for mathematics in England states that pupils should be able to: †¢ reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language †¢ solve problems by applying their mathematics to a variety of routine and non - routine problems with increasing sophistication, including breaking downRead MoreEssay on My Philosophy of Education1613 Words   |  7 PagesWhen asked how one would define education many may say it is learning subjects such as Mathematics and English, being tested to see what one has absorbed and that the subsequent marks indicate the level of one’s success. Until recently, due to my experiences in education, I too agreed with this as well as believing that I was of a certain ability level. Only now, through having being introduced to various learning theories, experiences and influences during teacher training have I started to develop