Sousan Ahmadraji

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Sousan Ahmadraji Master of Educational
Research Matematics teacher, Mazandaran
province Islamic Azad University, Tonekabon
Branch, Iran
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• BERA Annual Conference 2011, 6th 8th September,
  Institute of Education, London

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ENGLAND- LONDON
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IRAN-MAZANDARAN
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Title The role of the educational schemas on
the enrichment of mathematics  
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Third millennium, Earth and unknowns of space
exploration age, is time for the fertility of
more talents which has been apparent in the new
findings.
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According to Skemp's theory of Constructivism, he
himself, is the creator of his knowledge. Created
meanings may be different and in some cases
error, but these errors, are both a part of
making and testing personal theories process, and
a certificate for the nature of learners'
understanding and perception
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Learning according to Wittrock, isn't a linear
relationship between stimulus and response, but
rather is a process, with three major features
(reflective - constructive self-regulated). So
learner is not passively accepter of knowledge
and teacher plays the role of facilitator of
learning, not the transferor of knowledge
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Complex human beings today, is looking for
convincing answers for his incomputable whys and
more than water, seeks the thirsty
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According to Skemp's mental schemas, meaningful
learning, in proportion to habitual learning,
because of having a lot of links between
knowledge and experience, is productive, more
economical, more adaptable to different, more
powerful and more effective. Because this
learning causes connection, communication and
mixing content with ideas and makes deep and
conventional links between them
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Learning math should be enjoyable like a
challenging activity done in lovely fields. We
will not reach the math by teaching the laws and
rules. Knowing mathematics involves having a
group of integrated and hierarchical schemas
which provides a source enriched by plans of
action and techniques.
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In my research about drawing the line equation
and parabola equation in high schools at emec
conference, I tried to concentrate on learners'
thinking about detection of learning experiences
and prevent misunderstandings by creation of
learning bilateral bridge between application of
concepts in real world and symbolic mathematical
meanings in textbooks.
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Do principals attribute a portion of success to
the teacher when learning is realized in some
good way? Or always look in the mirror and see
the success because of their own managements?
Research in teaching process needs clear
instructions of compassionate and experienced
teachers.
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Learning programming self-confidence
self-teaching One of learning methods is H3
learning Head, Heart and Hands
head
heart
hands
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• Raji_sa_7777_at_yahoo.com
• www.raji_riazi.persianblog.ir

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He who would learn to fly one day must first
learn to stand and walk and run and climb and
dance one cannot fly into flying.Friedrich
Nietzsche
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Jacqueline Grennon Brooks A lot of people try
to look at constructivism as a program, or a
methodology, or as a series of techniques. But
it's really a life view. It's really a
philosophy, it's an epistemology, it's a way of
looking at teaching and learning, it's a way of
looking at how people construct understandings of
our world.
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Jacqueline Grennon Brooks Constructing
knowledge talks about how we as the learners are
reformulating, refiltering, relooking at
constantly the way that we see our world, that
the teacher can't give away explanations, the
teacher can't give away knowledge, the student
can't receive it passively from the teacher. The
learning and teaching dynamic is a process of
negotiation in which the people come to the
table, try to make sense of the world, and in any
one particular instance try to make sense of the
concept at hand.
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Jacqueline Grennon Brooks and Martin G. Brooks
set forth some guiding principles in their book
IN SEARCH OF UNDERSTANDING THE CASE FOR
CONSTRUCTIVIST CLASSROOMS.
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• 1 . Pose problems that are or will be relevant to
  the students
• 2 . Structure learning around essential concepts
  .Use Big Ideas in diferent content ful areas.
• 3 . Be aware that students' points of view are
  windows into their reasoning.
• . Adapt curriculum to address students'
  suppositions and development.
• 5 . Assess student learning in the context of
  teaching.

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Principles of a developmental approach to
teaching ( VAN DE WELLE.JOHN A .(2001)1 -
Students build their own knowledge and
understanding.2 Knowledge, understanding and
perception for each learner is unique.3 -
Reflective thinking is the most important thing
to learn.4 - Effective teaching is a student -
based activity.
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Efficient teaching in constructivism(VAN DE
WELLE,JOHN A )(2001) 1) Create a mathematical
environment
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Instructions and guidelines on efficient teaching
in constructivism(VAN DE WELLE,JOHN A) 2)
Propose worthwhile and useful mathematical tasks
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Instructions and guidelines on efficient teaching
in constructivism 3) Use cooperative learning
groups
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Instructions and guidelines on efficient teaching
in constructivism 4) Use models and
calculators as thinking tools
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Instructions and guidelines on efficient teaching
in constructivism 5) Encourage discussion and
writing.
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Instructions and guidelines on efficient teaching
in constructivism 6) Make students justify
their answers 7) Listen actively.
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Anna Chan Rekate Depends on which topic we're
doing. In the morning we start off with a morning
meeting and that's where all the kids sit around
in a meeting circle and talk about current events
or things that may be happening in their lives or
in their school. In a core class it's different.
In core they're editing each other's work,
they're working together in small groups. Some
children are researching and helping each other,
some people are using the Internet or picking
from all different resources to help children as
they work towards achieving a goal of
comprehension and understanding and everything
feeds into that and that's how we work it into
our classrooms