Knowledge cannot be “poured into” a learner.
Students will tap onto their prior knowledge (represent by the blue dots) and try to connect/ develop relationship to the new idea (red dot) to build new knowledge, as shown in Figure 2.8 on page 20. As each student is unique with a different collection of prior knowledge and cultural experiences, teacher play a big responsibility to provide experiences to develop those missing blue dots and then connect to the new concept being learned.
There is a shift from traditional practice of teacher telling student one way to do the problem to cultivate a classroom culture where students feel free to voice out their ideas, approaches and strategies for doing mathematics.
Personally, I enjoyed doing mathematics as I enjoyed challenging myself to tough problems and the process of generating strategies by identifying pattern of regularity and logical order, with the aim of solving it. I learned multiplication through memorizing timetable, which is deemed as a weak construction and not connected to other knowledge. Therefore, understanding concepts and making connection is more useful than procedural knowledge.
I concur with the author that students can relate better if they can see the value of doing mathematics in the real world. There is no answer book in the real world, we have to find it, reason and justify that it is correct.
Students will tap onto their prior knowledge (represent by the blue dots) and try to connect/ develop relationship to the new idea (red dot) to build new knowledge, as shown in Figure 2.8 on page 20. As each student is unique with a different collection of prior knowledge and cultural experiences, teacher play a big responsibility to provide experiences to develop those missing blue dots and then connect to the new concept being learned.
There is a shift from traditional practice of teacher telling student one way to do the problem to cultivate a classroom culture where students feel free to voice out their ideas, approaches and strategies for doing mathematics.
Personally, I enjoyed doing mathematics as I enjoyed challenging myself to tough problems and the process of generating strategies by identifying pattern of regularity and logical order, with the aim of solving it. I learned multiplication through memorizing timetable, which is deemed as a weak construction and not connected to other knowledge. Therefore, understanding concepts and making connection is more useful than procedural knowledge.
I concur with the author that students can relate better if they can see the value of doing mathematics in the real world. There is no answer book in the real world, we have to find it, reason and justify that it is correct.
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