'Children learn
mathematics when they are engaged in productive struggle.' I agree
with this statement because children will learn that it is a part of
the process of doing mathematics and they will embrace the struggle
when they reach a solution. As a teacher, I feel that we should know
our children ability to do mathematics well enough, because they
should not be given a problem out of their reach and yet not be given
a problem that is straight forward.
Both
constructivist and sociocultural theories describe how students learn
mathematics and emphasize on the learner building connections among
existing and new ideas.
The more ideas
used and the more connections made, the better one will understand.
I strongly agree
that in the continuum of understanding, we would want children to
fall into relational understanding of knowing what to do and why
rather than the instrumental understanding of doing something without
understanding.
Mathematics should
be learned through 'doing'. As teachers, we should provide ample
tools for children to learn mathematical concept and as mentioned by
Piaget, he says that
children learn best through hands-on experiences, when they play with
concrete materials.
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