Ideas And Contrasted By Jerome Bruner And Jean Piaget

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Within this essay, I will be considering and comparing some key ideas from theories proposed by Jerome Bruner and Jean Piaget. I will explore how these can apply to the learning and teaching of mathematics in schools and how I can relate them to my future career as a primary school teacher.
Jean Piaget and Jerome Bruner are theorists that devised ideas that have had an influential effect on the teaching and learning in primary schools and can each be linked to that of Primary Mathematics. Bruner discussed the importance of social interaction as well as three Stages of Representation (Turner S. and Turner L. 2013 pp.104-105). Instructor and Hurst, M. (2003) describes these: the first, Enactive, is when children learn through physical actions and experiences and can be observed in the early
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The most interesting difference, in my opinion, however, is their view on the use of physical manipulatives. Piaget suggests that learning and developing with the aid of physical objects stops at the age of 4 Learning-T (2014) and he does not appear to continue any emphasis on resources after this age. In my opinion, the use of stimulants is often very useful, even far past the age of 4. I, myself, still find the likes of counters and blocks helpful when doing mathematics, as it often depends on the type of learner one is. Alternatively to Piaget’s idea, Bruner has been know to promote the use of objects throughout education, and carried out several investigations in order to prove that they are of use when helping children to grasp new ideas, especially within mathematics (Kosko, K. W., & Wilkins, J. M., 2010). However, the idea that both theorists do include the concept of stimulants in their arguments suggests manipulatives are important for teaching and learning. I have witnessed many activities throughout my experience in

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