Fmt3701
ASSIGNMENT 2
YEAR 2021/2022
MARKED ASSIGNMENT
Name:
Student number:
Module code: fmt3701
Assignment number: 02
Unique number:
Question 1
1.1 Cognitive Constructivist Theory Jean Piaget
Piaget maintained that a child’s learning is a continuous process of constructing
knowledge....
Question 1
1.1 Cognitive Constructivist Theory Jean Piaget
Piaget maintained that a child’s learning is a continuous process of constructing
knowledge. He believed that children acquire information by interacting with objects,
ideas and other people. According to Piaget, children construct knowledge through
two processes of adaptation, namely, assimilation and accommodation. Assimilation
happens when children add new information to their existing thought structures
– in other words, the new information or experience fits in with what they already know.
Accommodation takes place when children make changes to their existing thought structures so that
new information from the environment can fit in better.
The Social Constructivist Theory of Vygotsky
Vygotsky focused on the importance of language in learning. According to him,
children make sense of their world through shared experiences and learning occurs
in the zone of proximal development. The ZPD encompasses the difference
between what a child knows and what a child can learn with the assistance of a more
knowledgeable other (a peer or an adult). In this social interaction, the child learns
significantly more and learns deeper concepts than she/he would on her/his own.
Scaffolding is a process through which a teacher adds supports for learners in order
for them to learn and master tasks. The teacher builds on the learners’ experiences
and knowledge as they are learning new skills.
1
The Social Constructivist Theory of Bruner
Jerome Bruner (1915–2016) believed that children learn by actively engaging with
their environments but they require guided assistance, called scaffolding, to enable
them to learn optimally. According to Bruner (1978), learning is an active process in
which learners construct new ideas or concepts based upon their current and/or past
knowledge. A learner selects and transforms information, constructs concepts and
makes decisions, relying on a cognitive structure (schema) to do so. The following
principles that underpin Bruner’s theory have implications for the teaching and
learning of mathematics.
1.2 1 I totally disagree with Ms Dlamini,’s method, because all learning, especially new learning
should be embedded in well-chosen contexts for learning-that is, contexts that are broad enough to all
learners to investigate initial understandings, identify and develop relevant supporting skills, and gain
experience with varied and interesting applications
2 of the new knowledge. Such rich contexts for
learning open the door for learners to see the’” big ideas”, 3or key principles, of mathematics, such as
pattern or relationship. Learners need to be actively involved in the construction of their knowledge.
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