Section IConcept Development in Mathematics

and Science

Unit 2How Concepts are Acquired

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How Children Learn

• When learning takes place in meaningful and familiar situations

• When adults build upon the child’s knowledge and support the child as he moves to a higher level of understanding

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Types of Learning Experiences

• Naturalistic Learning– the child controls choice and action– relates to the Piagetian view

• Informal Learning– the child controls choice and action– the adult intervenes at some point– relates to the Vygotskian view

• Adult Guided Learning– the adult chooses the experience and gives some

direction for the child’s action– relates to the Vygotskian view

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Decide whether each of the following examples is naturalistic, informal, or adult-guided:

1. “Mother, I'll cut this apple in two parts so you can have some.” “Yes, then I can have half of the apple.”

2. John (age 19 months) is lining up small blocks and placing a toy person on each one.

3. A teacher and six children are sitting at a table. Each child has a pile of Unifix Cubes. “Make a train with the pattern A-B-A-B.”

4. “I think I gave everyone two cookies,” says Zang He. “Show me how you can check to be sure,” says Mr. Brown.

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5. Four children are pouring sand in the sandbox. They have a variety of containers of assorted sizes and shapes. “I need a bigger cup, please,” says one child to another.

6. The children are learning about recycling. “Everyone sort your trash collection into a pile of things that can be used again and a pile of things that will have to be discarded.”

7. Natalie brings her pet mouse to school. Each child observes the mouse and asks Natalie questions about its habits. Several children draw pictures and write stories about the mouse.

8. Mrs. Red Fox introduces her class to LOGO through structured floor games. The children take turns pretending to be a turtle and try to follow commands given by the teacher and the other students.

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Learning Styles

• Individually determined– may relate to modalities

• auditory• visual• kinesthetic• multisensory preferences

– may relate to strengths in particular areas

• Culturally determined– race, ethnicity, social class, gender, out-of-school

experiences, and special needs

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Howard Gardner’s Nine Intelligences

• Linguistic• Logical-mathematical• Bodily-kinesthetic• Interpersonal• Intrapersonal• Musical• Spatial• Naturalist• Existential

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Children with Special Needs

• Different approaches must be taken with each type of learner such as– gifted students– students with mathematical disabilities– students with intellectual disabilities– students with motor disabilities

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Equity

• Refers to consideration of all the variations found in the students in a classroom

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Technology

• Provides an array of learning tools– teacher created websites– educational software– online computer activities– calculators– tools such as iPads, iPods and iPhones– assistive technology for children with disabilities

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