Transcript Document

Sousan Ahmadraji
Master of Educational Research
Matematics teacher, Mazandaran province
Islamic Azad University, Tonekabon Branch, Iran
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• BERA Annual Conference 2011, 6th
– 8th September, Institute of
Education, London
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ENGLAND- LONDON
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IRAN-MAZANDARAN
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Title: The role of the educational schemas on
the enrichment of mathematics
Third millennium, Earth and unknowns of space
exploration age, is time for the fertility of more
talents which has been apparent in the new
findings.
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According to Skemp's theory of Constructivism, he
himself, is the creator of his knowledge. Created
meanings may be different and in some cases error, but
these errors, are both a part of making and testing
personal theories process, and a certificate for the nature
of learners' understanding and perception
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Learning according to Wittrock, isn't a linear relationship
between stimulus and response, but rather is a process,
with three major features (reflective - constructive – selfregulated). So learner is not passively accepter of
knowledge and teacher plays the role of facilitator of
learning, not the transferor of knowledge
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Complex human beings today, is looking for convincing
answers for his incomputable whys and more than
water, seeks the thirsty
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According to Skemp's mental schemas, meaningful
learning, in proportion to habitual learning, because of
having a lot of links between knowledge and experience,
is productive, more economical, more adaptable to
different, more powerful and more effective. Because
this learning causes connection, communication and
mixing content with ideas and makes deep and
conventional links between them
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Learning math should be enjoyable like a challenging
activity done in lovely fields. We will not reach the math
by teaching the laws and rules. Knowing mathematics
involves having a group of integrated and hierarchical
schemas which provides a source enriched by plans of
action and techniques.
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In my research about drawing the line equation and parabola
equation in high schools at emec conference, I tried to
concentrate on learners' thinking about detection of learning
experiences and prevent misunderstandings by creation of
learning bilateral bridge between application of concepts in
real world and symbolic mathematical meanings in
textbooks.
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Do principals attribute a portion of success to the teacher
when learning is realized in some good way? Or always
look in the mirror and see the success because of their own
managements? Research in teaching process needs clear
instructions of compassionate and experienced teachers.
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Learning = programming + self-confidence + self-teaching
One of learning methods is H3 learning: Head, Heart and Hands
head
heart
hands
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[email protected] •
www.raji_riazi.persianblog.ir •
“He who would learn
to fly one day must
first learn to stand and
walk and run and climb
and dance; one cannot
fly into flying.”
Friedrich
Nietzsche
Jacqueline Grennon Brooks:
A lot of people try to look at constructivism as a program,
or a methodology, or as a series of techniques.
But it's really a life view. It's really a philosophy, it's an
epistemology, it's a way of looking at teaching and
learning, it's a way of looking at how people construct
understandings of our world.
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Jacqueline Grennon Brooks:
Constructing knowledge talks about how we as the learners are
reformulating, refiltering, relooking at constantly the way that we
see our world,
that the teacher can't give away explanations,
the teacher can't give away knowledge,
the student can't receive it passively from the teacher.
The learning and teaching dynamic is a process of negotiation in
which the people come to the table, try to make sense of the
world, and in any one particular instance try to make sense of the
concept at hand.
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Jacqueline Grennon Brooks and Martin G. Brooks set forth some
guiding principles in their book IN SEARCH OF UNDERSTANDING:
THE CASE FOR CONSTRUCTIVIST CLASSROOMS.
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1 . Pose problems that are or will be relevant to the students
2 . Structure learning around essential concepts .Use Big
Ideas in diferent content ful areas.
3 . Be aware that students' points of view are windows into
their reasoning.
4 . Adapt curriculum to address students' suppositions and
development.
5 . Assess student learning in the context of teaching.
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Principles of a developmental approach to teaching (
VAN DE WELLE.JOHN A .(2001)
1 - Students build their own knowledge and
understanding.
2 – Knowledge, understanding and perception for each
learner is unique.
3 - Reflective thinking is the most important thing to learn.
4 - Effective teaching is a student - based activity.
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Efficient teaching in constructivism:(VAN DE
WELLE,JOHN A )(2001)
1) Create a mathematical environment;
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Instructions and guidelines on efficient teaching in
constructivism:(VAN DE WELLE,JOHN A)
2) Propose worthwhile and useful mathematical
tasks;
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Instructions and guidelines on efficient teaching in
constructivism:
3) Use cooperative learning groups;
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Instructions and guidelines on efficient teaching in
constructivism:
4) Use models and calculators as thinking tools;
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Instructions and guidelines on efficient teaching in
constructivism:
5) Encourage discussion and writing.
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Instructions and guidelines on efficient teaching in
constructivism:
6) Make students justify their answers;
7) Listen actively.
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Anna Chan Rekate: Depends on which topic we're doing. In the
morning we start off with a morning meeting and that's where all
the kids sit around in a meeting circle and talk about current
events or things that may be happening in their lives or in their
school. In a core class it's different. In core they're editing each
other's work, they're working together in small groups. Some
children are researching and helping each other, some people are
using the Internet or picking from all different resources to help
children as they work towards achieving a goal of comprehension
and understanding and everything feeds into that and that's how
we work it into our classrooms
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