Background
This research focuses on the pedagogy of teaching Mathematics and learners’ motivation, and how different pedagogies of teaching can affect motivation and the attitude of learners towards mathematics. As a mathematician, it is very important for me that my learners understand Mathematics and its relevance to daily life. Schleicher (2013:1) defines the importance of mathematics:
“Good numeracy is the best protection against unemployment, low wages and poor health”.
Learners often struggle to fully engage in their Maths lessons, decreasing their motivation and attitude towards the subject. Hence, many of them often avoid attending their Maths lessons. For vocational students, the Maths element is compulsory. However, this has little …show more content…
…mental process as they [people] are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. Sincero (2012:1)
The theory suggests that different methods of learning can be explained by analysing the mental process first. Learning includes not only the basic and complex skills but also understanding, critical evaluation and application of the problems.
Jean Piaget’s four cognitive development stages known as ‘Genetic Epistemology’. He was well know in the filed of education, particularly in teaching mathematics, as he provides substantial knowledge of how Mathematics is learnt by students. He believes that all children pass through each stage and they do not skip any of them.
Limitations
The theory focuses on children and not adults.
Constructivism Learning Theory
Constructivist theory is based on the students’ knowledge and conceptual understanding through previous learning. Cottrill (2003) suggests that a person 's knowledge is constructed within the …show more content…
Key feature
A key feature of this concept of human development is that greater order functions develop out of social interactions. Vygotsky raised the concept of Zone of Proximal Development (ZPD ), and believed that when a student is at the ZPD level for a specific learning task, with appropriate guidance (scaffolding) will provide the student enough of a ‘boost’ to achieve the task. The Zone of Proximal Development is the difference between what a student can do without help and what they can do with help.
Similar theory
Scaffolding is slightly similar to ZPD, though Vygotsky does not use the term scaffolding. While scaffolding is a process in which the teacher demonstrates how to solve a problem, allow students to work independently and then only offer support if needed along the way.
Recent Published Research
Roosevelt (2008) suggests that Vygotsky’s theory of the Zone of Proximal Development (ZPD) could improve mathematical Teaching and Learning.
Situated
This research focuses on the pedagogy of teaching Mathematics and learners’ motivation, and how different pedagogies of teaching can affect motivation and the attitude of learners towards mathematics. As a mathematician, it is very important for me that my learners understand Mathematics and its relevance to daily life. Schleicher (2013:1) defines the importance of mathematics:
“Good numeracy is the best protection against unemployment, low wages and poor health”.
Learners often struggle to fully engage in their Maths lessons, decreasing their motivation and attitude towards the subject. Hence, many of them often avoid attending their Maths lessons. For vocational students, the Maths element is compulsory. However, this has little …show more content…
…mental process as they [people] are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. Sincero (2012:1)
The theory suggests that different methods of learning can be explained by analysing the mental process first. Learning includes not only the basic and complex skills but also understanding, critical evaluation and application of the problems.
Jean Piaget’s four cognitive development stages known as ‘Genetic Epistemology’. He was well know in the filed of education, particularly in teaching mathematics, as he provides substantial knowledge of how Mathematics is learnt by students. He believes that all children pass through each stage and they do not skip any of them.
Limitations
The theory focuses on children and not adults.
Constructivism Learning Theory
Constructivist theory is based on the students’ knowledge and conceptual understanding through previous learning. Cottrill (2003) suggests that a person 's knowledge is constructed within the …show more content…
Key feature
A key feature of this concept of human development is that greater order functions develop out of social interactions. Vygotsky raised the concept of Zone of Proximal Development (ZPD ), and believed that when a student is at the ZPD level for a specific learning task, with appropriate guidance (scaffolding) will provide the student enough of a ‘boost’ to achieve the task. The Zone of Proximal Development is the difference between what a student can do without help and what they can do with help.
Similar theory
Scaffolding is slightly similar to ZPD, though Vygotsky does not use the term scaffolding. While scaffolding is a process in which the teacher demonstrates how to solve a problem, allow students to work independently and then only offer support if needed along the way.
Recent Published Research
Roosevelt (2008) suggests that Vygotsky’s theory of the Zone of Proximal Development (ZPD) could improve mathematical Teaching and Learning.
Situated