Constructivism and Learning Mathematics-“Math is a cumulative, vertically structured discipline. One learns math by building on the math that one has previously learned. That, of course, sounds like Constructivism.”

Perhaps this is a reason as to why children can learn more the older they get, because they have more previous knowledge than before. This is good for the childs progression in mathematics.

Situated Learning and Learning Mathematics-  very much the theory that mathematics is all problem solving that gets people involved if they are eager to solve a problem.

http://pages.uoregon.edu/moursund/Math/learning-theories.htm#Other Learning Theories

Here are some other theories on mathematics and science that I hope to look into.

Constructivism

• Behaviorism
• Piaget’s Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition

http://otec.uoregon.edu/learning_theory.htm

“Mathematics is important in our everyday life. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.

The principles and practice document is essential reading for teachers as they start working with the experiences and outcomes for mathematics.” – Principles and practice http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/mathematics/index.asp.

As we can see in terms of pattern progression is developed through at early stages being able to understand your own patterns, to eventually in the second stage exploring more complex patterns. This then moves onto the late stages were you can see the progress and the child should now be able to generate points lying on a straight line and plot them, this is all the progression of pattern.

http://www.project2061.org/publications/earlychild/online/experience/lind.htm

Dialogue on Early Childhood Science, Mathematics, and Technology Education

First Experiences in Science, Mathematics, and Technology

Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills

As any scientist knows, the best way to learn science is to do science.

” As we watch children in their everyday activities at various stages of development, we can observe them constructing and using concepts such as

overall this is a few ideas I have had on the progession of math and science in children.

The types of materials used do not always need tobe what you would nccisary assue to be mathematical and scientifuic indtruments. Young children see the mathematics in every day objects for example stairs, blocks to build towns with, sweets to share, is one person taller than the other.

Although mature understanding of mathematical and scientific concepts requires further cognitive development, teachers and parents can support learning by encouraging preschoolers to reason mathematically and scientifically, to explore concepts in these domains, and to explain their thinking as they do so.

Additionally, if a child is given a jack-in-the-box style toy and there is a clear as to how the mechanism makes it pop up, then when given a new toy the child is more likely to play with the new toy. However, if the child is unsure as to how the toy works then they are more likely to tae time to explore the toy before moving onto a new one.

This in turn goes to show that reasources do not always need to be brought in teacher reasources but  you can use everyday objects to look at and discover maths and science.

Mathematics and Science in Preschool: Policy and Practice by Kimberly Brenneman, Judi Stevenson-Boyd and Ellen C. Frede.

Sorry to once again bombard you with mathematical and science related topics on the blog however, I am hoping that as teachers/future teachers or where every you are on your academic journey you shall find these range of mathematical and science teaching techniques.

• Practical- Made the shapes in order to identify things.
• Real- allow the children to measure real things when teaching trigonometry.
• fun- make hypothesis like in science and do experiments to see if they are true. E.i estimate how tall a person is, allow the children in your class the then measure this person.
• interesting – when the subject content becomes real the children are then so much more likely to find the topic interesting.
• individually – maths is usually individual but by making the subject non sit down and more active you are more likely to get children to participate and work with eachother.

Prior to the mathematics and science Module.

Before the mathematics and science module I did not really like maths or science- I probably followed the commonly known sexist idea that females prefer English and language to mathematics and science.

During and after the mathematics and science module.

However, the module has however changed my opinion. during the module I learnt about something called “maths anxiety”- whilst this is something I was not aware there was a term for I did however realise after reading more upon this issue that this is something I had dealt with. Maths anxiety, is basically when a person is not confident with there ability in maths, it can sometimes cause them to avoid mathematics and try to figure out alternative ways to figure things out. I realise that this is something that many children must face. Like myself as a child, these children are often put on the spot to do there timestables alone ect. This is something that over the course of education has not really changed. However, my personal understanding of maths has now changed and I understand that I can teach and test my pupils in different ways in order to ebolish maths anxiety.