Edu10003 The World Of Maths Assessment Answers

You are required to write your essay in response to the following quote:

It is crucial to develop in children the ability to tackle problems with initiative and confidence… mathematics has changed from careful rehearsal of standard procedure to a focus on mathematical thinking and communication to prepare them for the world of tomorrow.

Introduction

Mathematics is one of the critical subjects which require thorough understanding. In addition, the need to have passion in order to get the relevant concepts in the subjects is key for any students to need to excel in the subject. The manner of the teachers in which they are able to pass the concepts to the students is also key determinant of the way they will grasp the required knowledge. In this view, the teaching perspectives has to involve key theoretical perspectives in which the students will be able to relate to the daily activities, this will helps to enhance their understanding and able to relate what they are taught and real life (Anghileri, 2006). Moreover, the creativity in providing the relevant knowledge is able to create a great impact on the understanding of the students to the subject, which many are able to term as tough. In addition, mathematics has turned to be a conceptual subject which many need to understand and therefore a key success on ensuring student succeed on different aspect of life.

Constructivism theoretical perspective 

The learning of math is able to involve different theoretical perspectives. Nevertheless, each of the perspectives has its own advantages and disadvantages. Nevertheless, the constructive perspective is a more prior perspective of teaching math to students than the behaviorism perspective. Through the constructive method, the learning process involves construction active ideas, which are developed by the students, and it is based on their own ideas, which may be current or from their own context (Television Junction, 2007). Through this perspective, the learners are able to come up with their own creativeness of the ideas, which they will be able to remember the concepts, which may be derived from their social interactions, motivations or the current or past knowledge. The constructivism perspective is able to relate to a number of theories which are able to relate to nature of knowledge and therefore more preferable in his case.

The use of the constructivism perspective is able to enhance the remembrance of the different ideas that the tutors are able to pass to the students. Since the perspective uses the ideas, which the students are able to develop on their own, the remembrance of the ideas is made easier for the students. The use of the multiple perspectives in the learning activities is able to help the learners to grasp the ideas in a better way (Atkinson & National Confederation of Parent Teacher Associations, 2003). Additionally, since the learners are able to develop their own ideas, they are able to represent the concepts which they will have longer knowledge of and therefore help them to retain the knowledge of the concepts for a loner time.

In the teaching perspective, the constructivism method is able to help the gaining of the knowledge to the students. The perspectives help the students to come with their own comfortable ideas and concepts, which will help them, gain the key knowledge in understanding the knowledge in future (Available light, 2008 and Boeler, 2000). In addition, the perspective involves a number of interpretation multiple realities of life, which the students are required to fulfil. The method is able to enhance the application of the different life experience aspects in the gaining of knowledge. This method is therefore a key method for both the learners and tutor to enhance the understanding of math.

Constructivism perspective vs cognitivism perspective

The major theorists who were able to contribute of the coming of the constructivism theory perspective include John Dewey, Jerome, Brune, Merrill Lev Vyfotsky and Seymour Papert. Through this perspective, the students and the teacher have different roles, which they have to play in order to enhance the understanding of the math perspectives. The use of the students creative nature in the coming up with relevant example is able to enhance the understanding of the methods. The use of these values is able to enhance the change of the understanding, culture and knowledge acquisition (Television Junction, 2007). The perspective is widely diverse and therefore key to have it being used to enhance the knowledge to the students. In addition, the life experiences are able to enhance the understanding of math through the said knowledge (Butterworth & Yeo, 2004). Moreover, the tutors are required to make the relevant connections between the different ideas and therefore able to come up with examples which will help the students to remember the taught perspectives. This helps the tutors to be able to install long lasting knowledge on the student in future.

Nevertheless unlike the cognitivism perspective which is able to enhance the learners to retrieve knowledge and therefore use them in passing the knowledge. Nevertheless, these types of the perspective is able to enhance the gaining of knowledge acquire by the students. The cognitivism method is based on the theory where the tutors are able to come up with the relevant methods and examples to use during tutoring and therefore limit the creativity during the learning process. This is able to limit the teaching of the subject, which may lead to proper knowledge acquisition. The students are therefore prone to the changes and forgetting of the available vehicles and therefore able to come up with the require knowledge (Holt, 1989). The cognitivism method is able to lead to short focus and acquisition of methods, which will enhance the acquisition of relevant methods. The constructivism method is able to enhance the understanding of the concepts for the future ideas, which are critical for the different natures.

Why math teaching and learning has left behind rehearsal 

Rehearsing of math is a kind of cramming which is aimed at grasping the main concepts for the aim of exams. This rehearsing is only a short terms solution to understanding the math as subject and a way to helps create future solutions. Math has turned to be a key aspect, which is involved in more aspects rather than the exams, and therefore it has to engage on other aspect, which involves the subject being playfulness, fun and creativity. In order to learn, cramming is not one of the major ways to grasp the concepts and therefore unable to solve in gaining the knowledge. The math subject has become a major subject, which many need to grasp the knowledge to use in different ways in future life (Butterworth & Yeo, 2004). This means that they have to take the subject to be more that rehearsal and therefore able to engage other aspects which will help them to gain the required knowledge. The different need, which has raised the need to have the math on different aspects of life, has led to the change of the nature from rehearsing to the other key aspects. The playful, fun and creative nature are able to enhance the gaining of the knowledge, which can be used in future.

Some of the key aspects, which require the knowledge of math, are key in day to day application. This means that the rehearsing cannot be used to gain the knowledge since the aspects will be forgotten and therefore unable to help (Boeler, 2000). This has helped to turn the nature of teaching math into a playful nature, which many will be able to remember. In addition, teaching the math in a fun and using creative means ensures that the students are able to remember the concepts and therefore able to use them in future life. The business world is one of the major example, which is able to apply major concepts of math. The business world id a key are which many of the people are engaging on and therefore the knowledge in math is able to help their development. This means the engagement in the areas has helped to change the way of learning math from the rehearsing to the playful, fun and creative nature (Atkinson & National Confederation of Parent Teacher Associations, 2003). Therefore, the requirement to have the knowledge of math is daily activities have helped in the change of the perspective of acquiring the math knowledge on different people. In conclusion, many of the tutors has identified that the rehearsing isn’t helping the students to gain the required knowledge and therefore has led to the change of their aspects of change of teaching mechanism to playful fun and creative mechanisms. Lastly, the tutors has identified that the children are able to forget a lot through the rehearsing and therefore have adopted the other methods which involve playful nature, fun and creative mechanisms which involve daily activities.

Conclusion 

The teaching and understanding of the math has turned to be a key area, which the students need to understand. The constructive method is a key perspective, which is able to apply the relevant examples by the students to enhance their learning. Through this method, the students are able to come up with their own ideas in the learning process and therefore enhancing their remembrance of the math ideas. The need and major application of math on different scenarios in real life has led to the enhancement of a perspective, which the students can be able to remember the concepts. The constructivism perspective is seen to be the major perspective leading to the attainment of this goal for many in life. Each day, people meet with math scenarios and they are needed to apply the math knowledge. This reason has led to ceasing of the rehearsing concept and led to the creative, fun and key aspect which students can remember the ideas.

Reference 

Anghileri, J. (2006). Children's mathematical thinking in the primary years perspectives on children's learning (Repr. 2006.. ed.). London: Continuum.

Atkinson, S., & National Confederation of Parent Teacher Associations (Great Britain). (2003). Maths. London: Hodder Children's.

Available Light (Firm). (2008). Independent learning: KS1 maths. London: Teachers TV/UK Dept. of Education.  

Boaler, J. (2000). Multiple perspectives on mathematics teaching and learning. Westport, Conn: Ablex.

Butterworth, B., & Yeo, D. (2004). Dyscalculia guidance: Helping pupils with specific learning difficulties in maths. London: NferNelson Pub. Co.

Holt, J. C. (1989). Learning all the time. Reading, Mass: Addison-Wesley

Television Junction. (2007). Learning maths with Kyane. London: Teachers TV/UK Dept. of Education.