My Philosophy of a Constructivist Mathematics Education Essay

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“Understanding is a measure of the quality and quantity of connections that a new idea has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27).”

My philosophy of a constructivist mathematics education
At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering a student’s mathematical experience that fundamentally stems from a Piagetian genetic epistemological constructivist model. This allows the student to scaffold their learning through cognitive processes that
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This is achieved by using a range of effective teaching strategies.

Justified learning & teaching strategies to develop understanding & meaning
It is important to note that a student’s view of a subject is founded upon the experiences in which he/she is immersed in and this subsequently forms their expectations of mathematics (Knowles, 2009, p.29). The strategies that teachers employ should be both challenging but achievable and furthermore harmonize with Vygotsky’s zone of proximal development (ZPD).

My belief of a constructivist mathematics classroom is that it should be a welcoming and dynamic place. This entails that the classroom should look different to traditional mathematics classrooms by having numerous types of concrete materials (MAB blocks, dice, counters, etc) and measuring devices for hands-on activities. Desks should also be arranged in groups to encourage, and further stipulate, a collaborative learning environment (Crawford et al., 1999, p.24). By working in groups, through co-operative and collaborative tasks, students are more

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