Mathematics has changed over the years shifting the focus on how teachers should address the curriculum to create confident problem solvers for the world of tomorrow. The key aspects discussed are how educators should implement mathematical concepts in a positive manner, ensuring that no child is left behind. There are a vast number of theories that address different approaches to the way children learn and develop. However, the two main theories addressed in this essay are the constructivism theory and the behaviourism theory. Both theories have contrasting views on how mathematics should be taught to obtain the desired outcomes. The question is which theory is better suited to teaching mathematics in today’s society in line with pedagogy
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The theory concentrates on how students learn and make meaning to develop their own understanding of mathematical concepts; it recognises prior learning and incorporates the need to communicate when attempting to problem solve (Charlesworth et al., 2013). Constructivism also provides teachers with the foundations to nurture a positive attitude towards maths from a young age. Charlesworth et al. (2013) highlighted that children are naturally eager and curious to learn and as a result the constructivist theory works well to integrate this willingness. By scaffolding the learning outcomes through play-based learning activities, it continues to unfold and build on the basic concepts of mathematics (Saracho & Spodek, 2009). For instance, when children engage in lessons based on real life situations, it enhances their ability to understand the concepts being addressed, as it permits the children to draw on prior knowledge to create a solution (Steele, 2005). Overall, the constructivist approach assists students in applying their previous knowledge to construct new meanings that are relative to their current stage of development whilst addressing curriculum …show more content…
Schools are now placing more emphasis on presenting mathematics utilising the constructivism theory to empower students with the confidence to apply their knowledge to a range of scenarios outside the classroom, with the ability to adapt when required (Simon, 1995). The Department of Education Training and Employment (n.d) has recognised that all students learn at different rates and strives to incorporate differentiated and scaffold teaching based on individual needs to ensure no child is left behind. From an early age, mathematical concepts are introduced to children in the form of every day and ‘hands on’ learning activities and quite often the children don’t realise that they are participating in a mathematics activity. As children role play shop keepers handing over money, cooking with ingredients and pouring sand from one container to another they are constantly building on their own experiences, experimenting with weight, space and time (Simon, 1995). Hunting et al., (2012) addressed the fact that while preschoolers’ seem to have a good grasp of mathematical concepts prior to commencing formal education the traditional method of teaching failed to acknowledge the level of skill already obtained. When children are engaged in playful, fun and creative activities they are establishing positive attitudes
The theory concentrates on how students learn and make meaning to develop their own understanding of mathematical concepts; it recognises prior learning and incorporates the need to communicate when attempting to problem solve (Charlesworth et al., 2013). Constructivism also provides teachers with the foundations to nurture a positive attitude towards maths from a young age. Charlesworth et al. (2013) highlighted that children are naturally eager and curious to learn and as a result the constructivist theory works well to integrate this willingness. By scaffolding the learning outcomes through play-based learning activities, it continues to unfold and build on the basic concepts of mathematics (Saracho & Spodek, 2009). For instance, when children engage in lessons based on real life situations, it enhances their ability to understand the concepts being addressed, as it permits the children to draw on prior knowledge to create a solution (Steele, 2005). Overall, the constructivist approach assists students in applying their previous knowledge to construct new meanings that are relative to their current stage of development whilst addressing curriculum …show more content…
Schools are now placing more emphasis on presenting mathematics utilising the constructivism theory to empower students with the confidence to apply their knowledge to a range of scenarios outside the classroom, with the ability to adapt when required (Simon, 1995). The Department of Education Training and Employment (n.d) has recognised that all students learn at different rates and strives to incorporate differentiated and scaffold teaching based on individual needs to ensure no child is left behind. From an early age, mathematical concepts are introduced to children in the form of every day and ‘hands on’ learning activities and quite often the children don’t realise that they are participating in a mathematics activity. As children role play shop keepers handing over money, cooking with ingredients and pouring sand from one container to another they are constantly building on their own experiences, experimenting with weight, space and time (Simon, 1995). Hunting et al., (2012) addressed the fact that while preschoolers’ seem to have a good grasp of mathematical concepts prior to commencing formal education the traditional method of teaching failed to acknowledge the level of skill already obtained. When children are engaged in playful, fun and creative activities they are establishing positive attitudes