Jerome Bruner On Learning and Instruction

cube
The area of one square face of a cube is equal to 64 cm2.

Find the volume of the cube.
Solution
The area of one square face is given by
s x s = 64 cm2
Solve for s
s
= 64
= 8 cm
The volume V of the given cube is given by

V = s3
= 83
= 512 cm3
Rectangular prism
A rectangular prism of volume 3200 mm3 has a

rectangular base of length 10 mm and width 8 mm. Find
the height h of the prism.
Solution
Volume is given by
volume = length x width x height
3200 mm3 = 10 mm x 8 mm x h
Solve for h
h
= 3200 mm3 80 mm2
= 40 mm
Triangular prism
The triangular base of a prism is a right triangle of sides a

and b = 2a. The height h of the prism is equal to 10 mm and
its volume is equal to 40 mm3, find the lengths of the sides a
and b of the triangle.
Solution
The volume V of the prism is given by
V = (1/2) a x b x h
= 40 mm3
Substitute b by 2a and h by its value

40 mm3 = a2 x 10 mm
Solve for a and calculate b
a = 2 mm
b = 2a
= 4 mm
Jerome Bruner on
Learning and
Instruction
Yogeswari Murugaiya
Introduction of Theorist
Born October 1, 1915
Passed away on June 5, 2016
Born in New York, New York
Education
PhD, Harvard, 1941 (Psychology)

BA, Duke University, 1937
Affiliations
American Psychological Association

Law & Society Association
Society for Research in Child Development
Publications
The Culture of Education, 1996

Acts of Meaning, 1991
Actual Minds, Possible Worlds, 1987
The Process of Education, 1960
cognitive psychologist and educational psychologist
Scaffolding Theory
Spiral Curriculum
Bruner believes that students must be activethey

must identify key principles for themselves rather than
simply accepting teachers explanations.
This process has been called DISCOVERY
LEARNING.
Bruners Beliefs
Like Piaget, Bruner believed in stages of instruction based on

development.
Enactive (birth to age 3)
Iconic (age 3 to 8)
Symbolic (from age 8)
Each mode is dominant at different phases of
development but all are present and accessible always.
The first stage he termed

"Enactive", when a person learns
about the world through actions on
physical objects and the outcomes
of these actions.
In mathematics education, manipulatives are
the concrete objects with which the actions are
performed.
Common examples of manipulatives used in
this stage in math education are algebra tiles,
paper, coins, etc. - anything tangible
Enactive
.
The second stage was called "Iconic"

where learning can be obtained through
using models and pictures.
One way of doing this is to simply
draw images of the

objects on paper or to
picture them in one's
head.
Other ways could be through the use of
shapes, diagrams, and graphs.
Iconic
Symbolic
"Symbolic" in which the learner develops the
capacity to think in abstract terms.
example, a number is a symbol used to describe how
many of something there are, but the number in itself
has little meaning without the understanding of it
means for there to be that number of something.
Other examples would be variables such as x or y, or
mathematical symbols such as +, -, /, etc.
Finally, language and words are another way to
abstractly represent the idea. In the context of math,
this could be the use of words such as addition,
infinite, the number three, etc.
Based on this three-stage notion, Bruner
recommended using a combination of concrete,
pictorial then symbolic activities will lead to more
effective learning.
Scaffolding
Wood, Bruner and Ross (1976) adults particularly parents,
support children's cognitive development through everyday
play interactions.
Scaffolding is a temporary support structure
around that childs attempts to understand new ideas and
complete new tasks.
Scaffolding Purposes
The purpose of the support is to allow the child to achieve higher
levels of development by:
simplifying the task or idea
motivating and encouraging the child
highlighting important task elements or errors
giving models that can be imitated
While Bruner has influenced education greatly, it has been

most noticeable in mathematical education.
The theory is useful in teaching mathematics which is
primarily conceptual, as it begins with a concrete
representation and progresses to a more abstract one.

Initially, the use of manipulatives in the enactive stage is a
great ways to "hook" students, who may not be
particularly interested in the topic.
Application for Teachers of Mathematics
Classroom Applications
Provide study materials, activities and tools.
Examples of all three to help children learn about fractions
Prepare a 3D shape. Example: cuboid (enactive)
Ask students to draw the diagram. (iconic)
Student finding the area ang volume of shape based on question
given. (symbolic)
.
Technology in Classroom
Manipulatives for enactive stage.
Safari Montage and other video footage for iconic mode.
Simulations to discover/develop their own approach for symbolic
mode
Educators equip students with basic skills to access information to
increase their knowledge and desire to learn.
Advantages of Discovery Learning
active engagement
promotes motivation
promotes ownership of learning
the development of creativity and problem solving
skills.
a tailored learning experience
Criticisms of Discovery Learning

Too much information (cognitive overload)
Often requires vast resources unavailable in
traditional classroom.
Lack of teacher control
Potential misconceptions
Teachers may fail to recognize misconceptions

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cube

The area of one square face of a cube is equal to 64 cm2.

The volume V of the given cube is given by

A rectangular prism of volume 3200 mm3 has a

= 3200 mm3 80 mm2

The triangular base of a prism is a right triangle of sides a

Substitute b by 2a and h by its value

PhD, Harvard, 1941 (Psychology)

American Psychological Association

The Culture of Education, 1996

Bruner believes that students must be activethey

Like Piaget, Bruner believed in stages of instruction based on

The first stage he termed

The second stage was called "Iconic"

draw images of the

While Bruner has influenced education greatly, it has been

representation and progresses to a more abstract one.

Application for Teachers of Mathematics

Advantages of Discovery Learning

Criticisms of Discovery Learning

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