How Children Learn Math

1
How Children Learn Math

• Excerpts from Marilyn Burns and thoughts from
  Nancy Ruppert

2
Constructivism

• Children must construct concepts and
  relationships in their own minds (p. 24).
• Children must not only have opportunities to
  explore concepts, but they must have
  opportunities to discuss their ideas.
• If you allow children to talk about what they
  will learning, you will be able to guide them.

3
How do you do that?

• Start with visuals, real life experiences, or a
  problem to solve.
• Ask for their predictions.
• Write their ideas down.
• Example

4
Height/Circumference (p. 25)

• Imagine a soft drink can. Suppose you take a
  piece of yarn and wrap it around the can to
  measure its circumference. Do you think the
  circumference is longer, shorter, or about the
  same as the height of the can? Indicate on a
  drawing how high you think the circumference
  measure will reach.

5
Piagets State of Disequilibrium

• When the realization of a misperception produces
  mental confusion, you have the greatest potential
  to learn (p. 25).

6
Piagets State of Equilibrium

• When you come to new understanding based in
  reality rather than on how you perceive reality
  you no longer are confused (p. 25).

7
Is it better to tell, show or do?

• I would say, that all three are helpful in
  helping students gain an understanding of a
  concept. Whatever you do, always take the time to
  let them predict and take the time to listen to
  what they are saying. If they are old enough to
  write, have them write their reflections of ideas.

8
Elaboration

• Once students have explored the cans
  circumference and the height relationship,
  conduct the experiment on different size cans.
• What conclusions can you now make about the
  relationship of the circumference and the height
  of a cylindrical container? If its not possible
  for you to make a conclusion, what more might you
  do (p. 26)?

9
Conduct the experiment on page 27

• How does your prediction compare to the actual
  measurement?

10
For learning to occur, three things must take
place

• Maturity
• Physical/Experiences
• Social Interaction (p. 28)
• I also believe there must be
• Dialogue
• Reflection
• Application beyond the activity