Scribd Logo
Upload

Welcome to Scribd!

  • 2 views

    3.2-Different Theoretical Views in Exploring Maths Concepts For Conceptual Understanding

    Uploaded by

    Dr. Aysha Khalil

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    3.2-Different Theoretical Views in Exploring Maths Concepts For Conceptual Understanding

    Uploaded by

    Dr. Aysha Khalil
    2 views5 pages

    Original Title

    3.2-Different theoretical views in Exploring Maths concepts for conceptual understanding

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    2 views5 pages

    3.2-Different Theoretical Views in Exploring Maths Concepts For Conceptual Understanding

    Uploaded by

    Dr. Aysha Khalil

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    TEACHING OF MATHEMATICS

    Specialization Course

    Week 3 Dates 2nd October – 6th October, 2023

    Unit The Nature, Nurture and Scope of Mathematics

    Different Theoretical Aspects for Exploring Mathematics Concepts for


    Topic
    Developing Conceptual Understanding

    CONSTRUCTIVIST AND SOCIAL ASPECTS FOR EXPLORING MATHEMATICS TO


    DEVELOP CONCEPTUAL UNDERSTANDING

    The exploration of mathematical concepts, rules, and formulas with the goal of achieving deep
    conceptual understanding can benefit greatly from both constructivist and social views. While
    constructivism emphasizes the internal cognitive processes that students undergo in their
    individual learning journeys, the social perspective illuminates the rich material of shared
    experiences, dialogues, and cultural contexts that shape mathematical understanding. By
    integrating these views, educators can offer a multifaceted approach to mathematics learning,
    ensuring that students not only grasp concepts at a profound personal level but also see the
    broader social tapestry where these concepts play a role.

    1. Constructivist View on Exploring Mathematical Concepts

    Introduction:
    From a constructivist perspective, students actively build and refine their own understanding of
    mathematical concepts, rules, and formulas based on their personal experiences and prior
    knowledge.

    Constructivist Exploration:

     Active Engagement: Students immerse themselves in mathematical tasks, making sense


    of problems and seeking solutions.
     Relating to Prior Knowledge: Students connect new mathematical ideas to what they
    already know.
     Discovery Learning: Students are encouraged to explore, experiment, and discover
    mathematical concepts themselves.
     Reflection: Regular opportunities are provided for students to reflect on their learning,
    recognize patterns, and understand underlying principles.
    Implications for Developing Conceptual Understanding:

     Personalized Learning Paths: Recognizing that each student may approach problems
    differently based on their existing mental constructs.
     Problem-Based Learning: Introducing real-world problems that allow students to apply
    and understand the significance of mathematical rules and formulas.
     Encouraging Mistakes: Mistakes are seen as opportunities for refining understanding,
    leading students to deeper conceptual clarity.

    2. Social View on Exploring Mathematical Concepts

    Introduction

    The social perspective emphasizes that mathematical understanding is not just an individual
    endeavor but is deeply influenced by social interactions, cultural norms, and shared dialogues.

    Social Exploration:

    Collaborative Learning: Mathematical exploration is often a collective effort, with


    students learning from and with each other.
    Cultural and Historical Context: Exploring mathematical concepts in light of their
    historical development and cultural significance.
    Shared Representations: Using shared symbols, language, and representations to
    discuss and understand mathematical ideas.
    Community of Learners: Creating an environment where every student's voice and
    perspective is valued, leading to a richer, more diverse understanding of mathematical
    concepts.

    Implications for Developing Conceptual Understanding:

    Group Work: Engaging students in group tasks, discussions, and projects that allow
    them to share and merge different perspectives.
    Incorporating Diverse Examples: Using problems and examples from various cultural
    and social contexts to highlight the universality and diversity of mathematical ideas.
    Societal Connections: Relating mathematical concepts to current societal challenges or
    events, allowing students to see the broader implications and applications of what they
    learn.
    Reflecting on Collective Insights: Encouraging students to discuss, debate, and reflect
    on collective insights and shared understandings.

    INSTRUMENTAL AND RATIONAL UNDERSTANDING IN EXPLORING


    MATHEMATICAL CONCEPTS

    Instrumental and rational understanding represent two ends of a spectrum in mathematics


    education. While instrumental understanding offers efficiency and speed in problem-solving, it
    may lack depth and the ability to transfer knowledge. On the other hand, rational understanding
    promotes a deep, interconnected view of mathematics, fostering flexibility, and adaptability. For
    educators aiming to nurture a comprehensive mathematical understanding in their students, it's
    essential to strike a balance: grounding students in efficient procedural skills while continually
    pushing for deeper, more integrated understanding. This dual approach ensures students are
    equipped for both immediate problem-solving and long-term mathematical exploration and
    appreciation.

    1. Instrumental Understanding

    Definition and Elaboration:

    Instrumental understanding is an approach to mathematics that can be likened to using tools


    without understanding the intricate details of their design. It is characterized by knowing the
    procedures to arrive at an answer without necessarily grasping the foundational concepts behind
    those procedures. This understanding often comes from repeated exposure to problems and
    patterns, leading to familiarity with processes.

    Detailed Features in Exploration:

     Rote Memorization: Beyond just remembering formulas, students might memorize


    patterns, steps, and even specific problem solutions. This can be advantageous for quick
    recall in examinations or timed tests.
     Task-Oriented: The primary goal is to get the correct answer. The journey or method to
    get there, as long as it is effective, is secondary.
     Step-by-Step Procedures: Here, mathematics becomes a series of choreographed steps.
    For example, the steps to solve a quadratic equation are followed in a specific order
    without necessarily understanding why.
     Repetitive Practice: Continual practice, often of a similar type of problem, instills a
    procedural fluency.

    Implications for Developing Conceptual Understanding:

     Efficiency in Computations: With repeated practice, students can become incredibly


    efficient, often solving problems faster than those with a deeper understanding.
     Potential Gaps in Knowledge: While they might excel in familiar problems, unfamiliar
    problems can pose significant challenges.
     Reliance on Known Methods: There's often a hesitancy to deviate from known methods,
    leading to challenges in problems that require innovative thinking.

    2. Rational Understanding

    Definition and Elaboration:

    Rational understanding goes beyond just the steps. It dives into the heart of mathematical
    concepts, seeking to understand the foundational principles and relationships that make
    mathematics coherent and interconnected. This form of understanding is characterized by a
    genuine curiosity to explore the "whys" of mathematical concepts and processes.

    Detailed Features in Exploration:

     Inquiry-Based Learning: Students are not just content with answers. They ask
    questions, probe deeper, and are keen to uncover the underlying principles.
     Relational Thinking: It's not just about isolated concepts. It's about how one
    mathematical idea relates to another, seeing the broader tapestry of relationships in
    mathematics.
     Justification and Reasoning: Solutions are not presented without justification. Every
    step, every method has a reason, and students with rational understanding can articulate
    this.
     Flexible Problem Solving: They are not bound by one method. Given a problem, they
    can approach it from multiple angles, leveraging their deep understanding.

    Implications for Developing Conceptual Understanding:


     Comprehensive Knowledge: This isn't just about solving problems but understanding them at a
    fundamental level.
     Application in Novel Contexts: A deep understanding means students can adapt and apply their
    knowledge in unfamiliar situations with confidence.
     Engagement with Mathematics: There's a deeper appreciation and genuine interest in the
    subject. Mathematics becomes a subject of exploration, not just a school requirement.
     Critical Thinking and Adaptability: With a foundation in rational understanding, students
    become adept at critical thinking, evaluating multiple solutions, and adapting to various problem-
    solving scenarios.

    You might also like