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Written Assignment Unit 3 EDUC 5210

The document advocates for a constructivist approach to teaching fractions, emphasizing active student participation and collaborative learning. It highlights the importance of creating a vibrant classroom environment where students engage in real-world applications and peer collaboration, while the teacher facilitates their exploration and understanding. Assessment is reimagined as a formative tool to support growth, fostering a love for learning and essential life skills beyond just mathematical concepts.

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26 views5 pages

Written Assignment Unit 3 EDUC 5210

The document advocates for a constructivist approach to teaching fractions, emphasizing active student participation and collaborative learning. It highlights the importance of creating a vibrant classroom environment where students engage in real-world applications and peer collaboration, while the teacher facilitates their exploration and understanding. Assessment is reimagined as a formative tool to support growth, fostering a love for learning and essential life skills beyond just mathematical concepts.

Uploaded by

ikram
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EDUC 5210-01 - AY2024-T2

Transforming Fractions: A Constructivist Approach to Cultivating Mathematical

Understanding

The traditional fraction lesson – a sterile landscape of rote memorization and isolated

practice problems – often leaves students bewildered and frustrated. In my own experience,

I've witnessed this firsthand, year after year. The disconnect between abstract concepts and

real-world application fosters a sense of fatigue and disengagement. It's time to rethink this

approach and embark on a constructivist revolution, one that transforms fractions from binary

battles into flourishing explorations.

Shifting the Paradigm:

This transformation begins with a fundamental shift in communication. Instead of

dictating definitions and procedures, I'll create a space for learner-centered discourse,

drawing upon Schunk's (2012) call for active student participation. Open-ended questions

like "What is a fraction, truly?" or "How can we represent the same quantity in different

ways?" will ignite curiosity and invite students to leverage their existing knowledge. This

collaborative dialogue, as Brooks and Brooks (1999) advocate, is not about spoon-feeding

answers; it's about empowering students to grapple with the concept, construct meaning

together, and lay the foundation for deeper understanding.

Imagine a vibrant classroom where students aren't confined to worksheets but huddle

around tables, not as passive recipients but as active participants. They're no longer simply

dividing a fictional pizza; they're pizzaiolos, immersed in real-world scenarios. They debate

the fairest way to distribute the pepperoni, calculate recipe adjustments for double batches,

and even present their "creations" to the class, complete with oregano-dusted explanations
EDUC 5210-01 - AY2024-T2

and cheesy grins. This isn't just about fractions; it's about harnessing the power of peer

collaboration, a cornerstone of Bandura's social learning theory (Schunk, 2012). Students

observe, learn from, and refine their understanding through the lens of shared experiences,

fostering a sense of community and intellectual synergy.

Navigating the ZPD:

Collaboration alone, however, is not enough. To truly nurture understanding, I'll

become a guide, a Gandalf to their Frodo, navigating the intricate terrain of their Zone of

Proximal Development (ZPD). Reciprocal teaching becomes our secret weapon. I'll model

problem-solving strategies, then strategically step back, observing their attempts, offering

timely scaffolds like leading questions or visual aids when needed, gradually releasing my

grip as their confidence blossoms. This delicate dance, as Vygotsky (1978) emphasizes,

ensures they're challenged, yet supported, never left to flounder in the abyss of frustration.

Additionally, I would experiment with pairing stronger students with weaker students

to strengthen their reciprocal teaching. If a student is strong enough to teach or guide another

student, then it in turns strengthens their own foundation and do good for the weaker students

when guided.

Assessment Reimagined:

Assessment ceases to be the cold, binary judge of right or wrong. Instead, I'll embrace

Schunk's (2012) call for formative feedback, transforming assessment into a tool for

unlocking valuable insights. I'll become a silent observer, listening to explanations, posing

thought-provoking questions, and celebrating the unique paths students take to understanding.

This isn't about red marks and gold stars; it's about identifying areas where personalized
EDUC 5210-01 - AY2024-T2

support can bridge the gaps, fostering a growth mindset where mistakes are stepping stones,

not roadblocks.

The Flourishing Classroom:

This isn't just about fractions; it's about cultivating a vibrant learning community

where students are not passive recipients but active participants, co-constructing knowledge

through collaboration, communication, and real-world application. This echoes Dewey's

(1938) vision of student-centered learning, where knowledge isn't passively received but

actively sought and shaped through meaningful experiences.

I envision a classroom buzzing with mathematical discourse, where disagreements are

respectfully voiced and addressed, and triumphant "aha!" moments are shared across tables.

The classroom becomes a safe space for intellectual risk-taking, where exploration is

encouraged and curiosity celebrated. My role evolves from lecturer to facilitator, guiding

their explorations, celebrating their diverse approaches, and fostering a love for learning that

transcends textbooks and worksheets.

This is not just about teaching fractions; it's about equipping students with invaluable

life skills. They'll learn to collaborate, communicate effectively, think critically, and solve

problems creatively – all while developing a genuine love for learning that extends far

beyond the confines of the classroom. And that, truly, is the magic of a constructivist

classroom – a place where fractions aren't just numbers on a page but stepping stones to a

world of intellectual flourishing and lifelong discovery.


EDUC 5210-01 - AY2024-T2
EDUC 5210-01 - AY2024-T2

References:

Brooks, J. G., & Brooks, M. G. (1999). The case for constructivist teaching: Theory,

research, and practice. Alexandria, VA: Association for Supervision and Curriculum

Development.

Dewey, J. (1938). Experience and education. New York, NY: Simon and Schuster.

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA:

Pearson Education.

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