Download Actual presntion in math

Presenter; Jigmgup Dorji, Khanduchem
Wangdi, Yeshitshok Gyeltshen
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Objectives;
By the end of our lesson, trainee mates should able to:
Write definition of behaviorism and constructivist theory.
Tell what are vital role does Behaviorist theory and
Constructivist theory in learning mathematics.
3. Differentiate between Behaviorist theory and Constructivist
theory.
4. Identify at least two advantages of Behaviorism and
constructivism.
Behaviorism
• Definition
• Behaviorism is a learning theory that only
focuses on objectively observable behaviors
and discounts any independent activities of
the mind.
Behaviorism depends on two types
of conditioning In learning process
• Classic conditioning ;
Occurs when a natural reflex responds to a stimulus.
example; students exhibit irrational fears and anxieties like fear
of failure, fear of public speaking and general school phobia.
• Behavioral or operant conditioning
occurs when a response to a stimulus is reinforced.
For example, leading behaviorist B.F. Skinner used
reinforcement techniques to teach pigeons to dance and bowl
a ball in a mini-alley.
Behaviorist theories of learning
mathematics
• "They make use of one or both of two
principal classes of explanations for learning:
1. based on contiguity (simultaneity of stimulus
and response events)
2. based on the effects of behavior
(reinforcement and punishment)" (Lefrancois
1988:29).
Principles from behaviorist theory to apply
in teaching learning mathematics
• The following are valuable:
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Repetition
Small, concrete, progressively sequenced tasks
Positive and negative reinforcement
Consistency in the use of reinforces during the teaching-learning
process
• Habits and other undesirable responses can be broken by
removing the positive rein forcers connected with them.
• Immediate, consistent, and positive reinforcement increases
the speed of learning.
• Once an item is learned, intermittent reinforcement will
promote retention.
• Constructivist theory
• Formalization of the theory of constructivism
is generally attributed to Jean Piaget, who
articulated mechanisms by which knowledge
is internalized by learners. He suggested that
through processes of accommodation and
assimilation, individuals construct new
knowledge from their experiences.
Constructivism
• Constructivism is a process in which the
learner actively constructs or builds new
concepts and ideas based on past knowledge
and experience. References Adams, J. W.
(2007).
The features of a constructivist
approach to mathematics
• In a constructivist approach to mathematics,
emphasis is placed on the learner, rather than
the teacher and learner autonomy is
encouraged. Rather than students having to fit
the curriculum, the curriculum is developed
around the interests, needs and aspirations of
students.
Herrara and Owens (2001, p.89) suggests that mathematic is
enhanced through:
• active student involvement in discovering and constructing
mathematical relationships, rather than merely memorising
procedures and following them by rote;
• the use of concrete materials, calculator graphics, tables or
other representations as a means of helping students to
grasp abstract concepts;
• group work, including students sharing and justifying their
ideas;
• student writing (including drawings, diagrams and charts)
to encourage reflection on mathematical ideas, and oral
presentation to promote communication of those ideas;
• the use of context, whether imaginary or real world, as a
way of capturing student interest in problems;
• the teacher as the orchestrator of classroom discourse and
facilitator of learning experiences.
The strategies promote constructivism in
mathematics.
• using relevant learning contexts;
• increasing enjoyment and success through learning games;
• improving students' ability to work in teams and
communicate ideas;
• using technology to allow students to pace their own
learning;
• developing students' understanding of mathematical
language and terms;
• using concrete materials to develop grounded
mathematical understandings;
• developing group skills and collaboration;
• engaging students in ongoing project work;
• identifying mathematics out of the classroom;
• negotiating with students about their
learning;
• integrating mathematics with other learning
areas;
• making mathematics in other learning areas
explicit to students
Constructivist learning intervention
• The nature of the learner
• Social constructivism views each learner as a
unique individual with unique needs and
backgrounds.
• Social constructivism encourages, utilizes and
rewards it as an integral part of the learning
process (Wertsch 1997).
• The learner is also seen as complex and
multidimensional
The importance of the background and
culture of the learner
• Social constructivism encourages the learner to arrive
at his or her version of the truth, influenced by his or
her background, culture or embedded. Historical
developments and symbol systems, such as language,
logic, and mathematical systems, are inherited by the
learner as a member of a particular culture and these
are learned throughout the learner's life. as this
background also helps to shape the knowledge and
truth that the learner creates, discovers and attains in
the learning process it is important that they have
background and culture (Wertsch 1997).
The responsibility for learning
• Social constructivism thus emphasizes the
importance of the learner being actively
involved in the learning process than teacher.
• Learners look for meaning and will try to find
regularity and order in the events of the world
even in the absence of full or complete
information.
The motivation for learning
• motivation to learn is strongly dependent on
the learner’s confidence in his or her potential
for learning. Von Glasersfeld (1989)
The teacher should be facilitator not
instructor
• The role of the instructor
-teacher gives an informative lecture that
covers the subject matter, a facilitator helps
the learner to get to his or her own
understanding of the content.
Difference between the teacher and
facilitator
Teacher
Facilitator
Tells
Asks
lectures from the front
Supports from the back
gives answers according to a
set curriculum
provides guidelines and
creates the environment for
the learner to arrive at his or
her own conclusions
continuous dialogue with the
learners
 gives a monologue
A few strategies for cooperative learning include
• Reciprocal Questioning: students work
together to ask and answer questions
• Jigsaw Classroom: students become "experts"
on one part of a group project and teach it to
the others in their group
• Structured Controversies: Students work
together to research a particular controversy
(Woolfolk 2010)
Collaboration among learners
• Learners with different skills and backgrounds
should collaborate in tasks and discussions to
arrive at a shared understanding of the truth
in a specific field (Duffy and Jonassen 1992)
Strength of Behaviorism
• the learner is focused on a clear goal and can
respond automatically to the cues of that goal.
Establishing and maintaining classroom
management.
• Discipline is maintained in the class
Weakness of Behaviorism
• the learner may find themselves in a situation where
the stimulus for the correct response does not occur,
therefore the learner cannot respond.
• In terms of the concept of learning, the process tends
to be passive with regard to the behaviorist theory.
• The learner uses low level processing skills to
understand material and the material is often isolated
from real-world contexts or situations.
Criticisms of behaviorism are;
• Behaviorism does not account for all kinds of
learning, since it disregards the activities of the mind.
• Behaviorism does not explain some learning–such as
the recognition of new language patterns by young
children–for which there is no reinforcement
mechanism.
• Research has shown that animals adapt their
reinforced patterns to new information. For instance,
a rat can shift its behavior to respond to changes in
the layout of a maze it had previously mastered
through reinforcements.
• Strength of constructivism.
• The learner will learn to apply their knowledge under
appropriate conditions.
• Use of scaffolding, provided by teacher or group, for
individual problem solving (Wilson & Cole, 1991).
• Learners will be able to develop meta-cognitive skills
(Savery & Duffy, 1995).
• Learners will get support via cognitive apprenticeship
in the complex environment rather than simplifying
the environment for the learner (Savery & Duffy,
1995).
Weakness of constructivism.
• One of the biggest disadvantages of constructivism is
that the learner may be hampered by contextualizing
learning in that, at least initially, they may not be able
to form abstractions and transfer knowledge and
skills in new situations (Merrill, 1991) In other
words, there is often, during the initial stage,
confusion. and even frustration.
• Learners will enjoy this new approach of discovering
learning, but do not always actively construct
meaning and building an appropriate knowledge
structure (Merrill, 1991) [they simply copy what the
better students do]..
Criticism of educational constructivism
 focus more on learning as memorization rather than
learning as behavior change or action
 Learners do not possess the underlying mental
models, necessary for "learning by doing" (e.g.
Sweller, 1988)
 Lacks practicality for teaching and learning.
 Kirschner, et al. (2006) describe these methods as
"unguided methods of instruction."
Group Activity
• Debate,
• Fore the motion: “punishment is must for effective mathematics
learning”, support behaviorism theory of learning mathematics.
• Against the motion; “punishment is nuisance to learning
mathematics", support constructivist theory of learning
mathematics.
• Procedure,
• Divide the class in to two groups.
• From each group there should have three participants.
• Each participant should speak not more than three minutes.
Marking criteria for intra-class debate competition. B.Ed (I)
Secondary Science ‘C’ (4 years)
Content
Debater No.
Name of the debater
and type
or
relevancy
10%
1- Fore the
motion
2- Against
the motion
3- Fore the
motion
4- Against
the motion
Total marks obtained by fore the motion.
Total marks obtained by against the motion.
Language
Time
Confidence
Clarity &
Total
3%
2%
3%
Fluency
25%
7%
Remarks
Be well prepared for the next debate session.