Theories of Cognitive Development in Relation to Mathematical Knowledge

1083 WordsJun 16, 20185 Pages
Introduction: In order to survive the world around us that is fully designed on mathematical notions, young children need to acquire mathematical knowledge. Hence, this aspect when attained effectively places them in the right position to face the distinct real world of mathematics. Therefore, it is essential to acknowledge how these children obtain numeracy skills and their capabilities through the theories of cognitive development presented by many influential theorists. The following essay elaborates a chosen theory of cognitive development in relation to mathematical knowledge with a link to the Australian Curriculum to demonstrate how the document chosen allows for scaffolding of children’s learning for kindergarten students.…show more content…
He saw that “scaffolding provides an effective way to reach potential levels of development” (Eddy, 2010). Therefore, children can easily learn and develop numeracy concepts when the teacher uses discussion and think in a loud voice with students as well as, when teachers are “encouraging collaborative group work, peer assistance and discussion” highlighted by Westwood (2008, p30). Also, through identifying the child’s level of understanding and capabilities to offer guidance that assist the child to progress more. Thus, the (ACMSP011) stresses upon children answering “yes/no question to collect information”, this help children interpret data and develop reasoning skills. Comparison of cognitive development theories: On the other hand, Jean Piaget and Jerome Bruner have also offered theories about cognitive development for foundation year children. First, Piaget mainly approved on the interaction between the child and his environment. He believed the child can only learn when regularly interacting with his environment through “making mistakes and then learning from them” (Eddy, 2010). He saw the child as the only scientist who learns from his own experiences. Whilst, Bruner saw that young children are able to learn mathematics by exploring and discovering on their own. As well as, through interacting creatively with well-informed adults and peers who can offer
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