Sociocultural and Constructivist Learning Theories Influences on Mathematics 7 by Marlene Pico https://padlet.com/marlenepico002/xgm26gskgmamlr6v Made with the best of intentions en-us 2020-10-21 13:04:39 UTC 2020-10-30 12:13:25 UTC hello@padlet.com Sociocultural Learning Theory marlenepico002 https://padlet.com/marlenepico002/xgm26gskgmamlr6v/wish/848516236
  • Theory that looks at the important contributions that society makes to individual development. 
  • This theory stresses the interaction between developing people and the culture in which they live. 
  • This theory also suggests that human learning is largely a social process
  • Zone of Proximal development: the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. 
  • It includes all of the knowledge and skills that a person cannot yet understand or perform on their own but is capable of learning with guidance. 
  • Communication is important in developing mathematical understanding. Within a sociocultural perspective, students who share their reasoning about ideas
    with others and listen to others share their thinking
    create understanding of culturally established mathematical practices.
    • (Gianni Rodriguez)
    • Economical, social and cultural factors have a major impact on how children grow and develop cognitively, socially, physically and emotionally. 
    • What a child is able to learn depends on proximal development, therefore there are things a child can't do yet, regardless of scaffolding, such as: advanced mathematics for a five year old.
    (Shayna Cervantes)
     
    In the classroom:
    • Planning and organizing their instruction and lessons: organize class into groups where less skilled students are paired with students who have a higher skill level.
    • Using hints, prompts and direct instruction: helps kids improve their ability levels
    • Scaffolding: where the teacher provides specific prompts to move the child progressively forward toward a goal. 
    (Gianni Rodriguez)
    • Parents and teachers usually interact with the children to guide their learning.
    • In learning Mathematics, students construct mathematical meaning as they share their reasoning.
    • Instructional scaffolding includes modelling, think- aloud, questions, instructional materials, and prompts and cues.
    (Shayna Cervantes)
    ]]>     2020-10-21 13:13:51 UTC https://padlet.com/marlenepico002/xgm26gskgmamlr6v/wish/848516236     Constructivist Learning Theory marlenepico002 https://padlet.com/marlenepico002/xgm26gskgmamlr6v/wish/848518227
  • An approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner.
  • Knowledge is constructed, rather than innate or passively absorbed.
  • Learners build new knowledge based on the foundation of previous learning. The prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences. 
  • Learning is an active process. 
  • Knowledge construction is related to the situation. For mathematical tasks, projects, and assignments required from students should have different formats and contexts. 
    • (Gianni Rodriguez) 
    In the classroom:
    • Primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning.
    • Teacher acts as a facilitator of learning rather than an instructor.
    • Teacher makes sure they understand the students’ preexisting conceptions and guides the activity to address them and then build on them
    • Scaffolding is key feature of effective teaching.
    • Knowledge is shared between teachers and students
    • Teachers and students share authority
    (Gianni Rodriguez)
    • Students primarily work in groups.
    • Teachers encourage students to use active techniques such as experiments and real-world problem solving.
    • Teachers encourage students to frequently assess how the activity is helping them gain understanding.
    • Teachers encourage students to interact, exchange views and experience.
    • Activities are interactive and student- centered.
    (Shayna Cervantes)
    ]]>     2020-10-21 13:14:19 UTC https://padlet.com/marlenepico002/xgm26gskgmamlr6v/wish/848518227     Activities marlenepico002 https://padlet.com/marlenepico002/xgm26gskgmamlr6v/wish/861455297
  • Commutative Property of Addition: Whole group instruction: Teacher models different ways to show "15". Teacher explains 14+1=15, 15+0=15, and 1+14=15, 0+15=15. Then teacher models another example, "20". Students are then paired. Each pair will have a whiteboard. They will pick a magnetic number from a bucket, place it on their board. They will work collaboratively to show the number in two different ways. Students can  show the number with drawings, number sentences, sticks, any magnetic manipulative. Each group will have a chance to share with the class, and the other students can ask questions, or come up with other ways to show the "number".
  • Equal Sign means "the same as":
    Whole class instruction: Teacher begins discussion with a picture of a seesaw. Teacher asks "what is a seesaw, where can you fine one, how does a seesaw function, and what happens if the kids playing on it weight the same or not". Then the teacher introduces the equal sign and a balance scale. Teacher places 5 counters on each side of the scale; discusses with class. Teacher places 5 counters on one side and 7 on the other side; discusses with class. Teacher discusses the concept of the equal sign to mean "the same as". Students are then paired and each pair have a scale, counters, and a worksheet. They work collaboratively on their worksheet, then each pair take turns to come to the front of the class to share their answer to one of the questions on the worksheet.
  • Plan a Vacation on a Budget: Whole group discussion: Students share their favorite places to go on vacation. Then the teacher asks questions about how much do they think their vacation costs; how much money do they think is needed for a family of four to go on vacation, etc. Students are divided into groups of 4. Each group will be given a budget of X amount of dollars for a family of four. Each group will select where they are going on vacation. They have to work collaboratively to create a ledger and account for every penny that is spent on vacation. They have to account for travel, food, lodging, and entertainment. Along the way, the teacher will throw in unexpected expenses to each group (flat tire, dead battery, illness, lost wallet, etc.) This project will take two weeks to complete. At the end of the second week, each group will present to the class their project. 
    • (Marlene Pico)
    • Bucket Estimates: Whole group discussion: Teacher discusses estimates with students. Teacher will go over examples. Teacher will then tell students they will be going into the playground in pairs. Each pair will have a bucket and shovel to collect sand in. The students must first estimate what a bucket filled with ¾ of sand would look like. They will work collaboratively in the sand and figure out what ¾ of the filled bucket will be. Each pair will share their buckets with the class. Other students can share their input based on their own bucket.
    (Shayna Cervantes)

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