why we learn /have our own theories
so that we understand students
it all depends on situation
in a magazines: can for ppl with different intelligence....
some visual, some lingustic
a problem might have more than 1 solution
critical thinking
to prepare a presentation: each have different presentation way...different intelligence....
exam: to test in written form....
constructivism and learning mathematics
ppl vary considerably in the innate levels of math intelligence they are borm with
Nature vs Nurture: helen keller
brain has great plasticity
a lot of brain growth after a person is born
the brain continues to grow new neurons and new connecions among neurins throughout lifes
some drugs can damage brain cells
a certain amount of math knowledge and skill is innate-genetic in origin
the great majority of a person's math knowledge and skills comes form learning, use parts of brain to learn to do math,
math is a cumulative, vertically structured discipline (constructivism)
one learns math by building on the math that one has previously learned
why teach addition 1st: simple, more example
a constructive approach
ppl are born with an innate ability to deal with small integer (1, 2, 3, 4) and to make comparative estimates of larger numbers (the number of st in this class is more than that class)
human brain has component that can adapt to learning and using math
humans vary considerably in their innate math abilities and intelligences
environment vary tremendously
thus, when we combine nature and nurture, by the time children enter school, they have tremendouly varying level of knowledge, skills and interests
altough we offer standard curr, the actual curr, instruction, assessment, engagement of instrinsic and extrinsic, and so on varies considerably
appropriate use of constructivist teaching and learning principles
constructive environment includes
- journaling or diary (keep track)
- project-based learning (PBL)
- problem based learning
transfer of learning (use wat ever learnt to apply / address problem encountered later):
- teaching for transfer is one of the seldom-specified but most important goals in edu
- to gain knowledge and skills st can use in & outside school now& future
- deals with transfering one knowledfe i skill in problem solving situation
- teaching for transfert often happen without conscious thought.....(making milo compare with making a tea)
- occurs at subconscious level, perhaps aided with a little conscious thought
- many transfer of learning situations that are far more difficult
learning normally occurs is a fx of the activity, context and culture in which it occurs
learners become more active and engaged within the culture (social interaction)
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