My Philosophy of a Constructivist Mathematics Education Essay -- Educat

Understanding is a measure of the quality and measuring stick of connections that a new idea has with existing ideas. The greater the number of connections to a net choke of ideas, the better the understanding (Van de Walle, 2007, p.27).My philosophy of a work upivist mathematics informationAt what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, save down symbols, see a pattern or solve a problem? I believe in enriching and empowering a students mathematical experience that fundamentally stems from a Piagetian genetic epistemic take inivist model. This allows the student to scaffold their learning through cognitive processes that be drived by training in a resource rich and collaborative environment (Thompson, 1994, p.69). Constructivist learningConstructivist learning in mathematics should endeavour to encourage students to construct their own mathematical knowledge through social interaction and meaning(prenominal) activities (Andrew, 2007, p.157). I want students to develop their own conceptual frameworks, experiences, surroundings and previous knowledge. With learning being a social process, students can discuss in small groups their solution strategies rather than silently working at their desks (Clements et al., 1990, p.2). Constructivist teachingI consider the role of the constructivist teacher to enable to guide and facilitate a students thought processes and support the invention of practicable mathematical ideas. A skilled teacher will also construct an appropriate classroom environment where students openly discuss, reflect on and situate sense of tasks set before them (Clements et al, 1990). Through peda... ...trategies discussed provide opportunities for students to actively manufacture and invent their own mathematical knowledge through a pregnant and contextualised environment. Lastly, with learning being a social process, stu dents are encouraged to co-operatively work together in groups where they learn to value their peers opinions and observations. I finish on a quote that symbolises the ideas at the crux of my philosophy, In constructivist classrooms, teachers (a) create environments where students are allowed to engage in actions and activity (b) foster student-co-student interaction in and bulge of the classroom (c) design activities that will agitate weak mathematical constructs students get (d) structure learning tasks within relevant, realistic environments and (e) bring out some(prenominal) solutions and representations of the same problem (Driscoll, 2000).