Teaching Practice Task 4: From Theory to Practice

Program link: This task is associated to the guidelines of the course EPR 3003 – Mathematics for the
Primary School Teacher Course learning outcomes 2 – Recognize the relationship between how children
learn mathematics with the theories of learning and their psychological impact on learning math.

Objective: You will identify teaching and learning activities that can be related to behaviorist and
constructivist theories. You will note at least ten activities (for English, Math or Science) that the teacher
or you used. For each activity noted, identify the theoretical perspective and evaluate the activity for
engagement.

Activity observed in Theory Engagement

1. Skip counting (Bruner theory) The Students in the beginning found that its hard to skip count
using Number outcome of cognitive but when I show them how to use the number line with
line. development is several examples they nailed it.
thinking. The
intelligent mind Using the number line could linked to burner theory Iconic
creates from representation (image-based) because they can see it and
experience "generic read it and its shows as on image to the students.
coding systems that
permit one to go It’s a type of tool students will be very happy to use it and,
beyond the data to they will get use to it.
new and possibly
fruitful predictions"
(Bruner, 1957, p. 234).
2. Addition using (CRA) is an (CRA Concrete-Representational-Abstract) I teach the
tens and ones intervention for students the concept of using the ten blocks to add easily
mathematics and by using hands on tool.
instruction that It is a Using the ten blocks I can link it to concrete part of the CRA
three-part model because concrete is about the teacher begins
instructional strategy, instruction by modelling each mathematical concept with
with each part building concrete materials (e.g., red and yellow chips, cubes, base-
on the previous ten blocks, pattern blocks, fraction bars, and geometric
instruction to promote figures). Students manipulate the hands-on concrete objects
student learning and to model the math concept/skill.
retention and to
address conceptual Students was very engaged in the lesson because they are
knowledge (American using hands on tools.
Institute for Research,
2016).
3. Number position (Vygotsky's ZPD) Scaffolding consists of the activities provided by the
"the distance between educator, or more competent peer, to support the student
the actual as he or she is led through the zone of proximal
developmental level as development.
determined by
independent problem The teacher scaffolds the lesson by using numbers mats to
solving and the level of teach the students the number positions. Students was very
potential development engaged and excited to take a turn to stand in a mat and
as determined through says the number position they have.
problem-solving under
adult guidance, or in
collaboration with
more capable peers"
(Vygotsky, 1978, p.
86).
4. Number name (Bruner theory) The I can link this concept to burner theory Iconic representation
outcome of cognitive (image-based) and Symbolic representation (language-
development is based).
thinking. The
intelligent mind Students were writing the number name from the board
creates from which is iconic and as they are writing the name this are also
experience "generic language base because they are using the language and
coding systems that write sentences to represent the number quantity.
permit one to go
beyond the data to
new and possibly
fruitful predictions"
(Bruner, 1957, p. 234).
5. Grater than, less (Diene’s theory) I can link this concept to play principle stage which students
than and equal outlines four principles were playing to learn. Students was having a crocodile and
to that he believes numbers they need to play with their partner so each turn
applies to the learning students will make a sentence using the signs and examinee
the mathematics. the other student.
Students was super engaged and happy to play and I extend
the lesson into 2 lesson just to let the students understand
the concept.
6. Ten frames. (CRA) is an (CRA Concrete-Representational-Abstract) I used
intervention for representational stage in CRA model which the students
mathematics visualised the concept by using ten frames.
instruction that It is a
three-part The students feel in the beginning little bit bored because
instructional strategy, they didn’t understand the concept but when the
with each part building understand it they feel excited to use it.
on the previous
instruction to promote
student learning and
retention and to
address conceptual
 knowledge (American
Institute for Research,
2016).
7. Ten more and (Vygotsky's ZPD) Teacher scaffold the lesson to the students by using the ten
ten less "the distance between more and ten less card. Which help the students to
the actual understand that if its ten more they must go down and if its
developmental level as ten less they must go ten up.
determined by
independent problem Students feel happy to use the card because its was their
solving and the level of first time to use it.
potential development
as determined through
problem-solving under
adult guidance, or in
collaboration with
more capable peers"
(Vygotsky, 1978, p.
86).
8. Date and (Vygotsky) social Each day teacher asks a random student to come to the
objective interaction board and says the date and objective with the teacher help
and the rest of the class they must repeat after the students.
Also, teacher let the students to count forward and
backward every day, so they won’t forget.
9. Play dough (Piaget) believed that as I tough grade 1 students they were in Concrete
children take an active operational stage: ages 7 to 11. I asked them to make any
role in the learning shape around them, but they must know it and if they didn’t
process, acting much know it ask me to help it.
like little scientists as
they perform Students were very engaged to use the play dough and make
experiments, make shapes.
observations, and
learn about the world.