Vyogotsky perspective on mathmatics learning..

Pedagogy of mathematics on Vygosky views about mathematics

1. VYOGOTSKY PERSPECTIVE ON MATHMATICS LEARNING PEDAGOGY OF MATHEMATICS EDUCATION CENTRAL UNIVERSITY OF SOUTH BIHAR SUBMITTED BY - SUBMITTED TO- NAME- PALLAVI KUMARI ROLL NO-30 KISHORE KUMAR ENROLL NO-CUSB2011132030 [ASSISTANT PROFFESOR] SESSION-2020-2022

2. VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT[1896-1934] Lev Vygotsky was born in Russia Founder of “cultural-historical psychology” His main work : developmental psychology Vygotsky’s theories were viewed as controversial in the Soviet Union during his lifetime His theories spread to the U.S. around the 1970’s and become highly regarded and influential within the realm developmental psychology. Theories very popular today, large influence on schools

3. VYGOTSKY’S THEORY BASIC POINT Social nature o f learning Importance of language Internalisation Spontaneous & Scientific concept Importance of instruction Zone of Proximal development

4. LEV VYGOTSKY’S CONCEPT ON MATHMATICS Vygotsky’s work on individual or social relation provides theoretical tools for interpreting the origins of thinking and learning. Drawing on Vygotsky’s ideas and data from one classroom, categories of practice relating to teaching and learning. Support exploration of mathematical development within the classroom. He was informed a qualitative investigation of the process The investigation examine that the relation with respect to a teachers activates and his/her students activities in the mathematics classroom Vygotsky was supported that development is more dynamic in nature Development effective if children are exposed to new learning, specifically, in their “proximal zone of development”.

5. “If you have the opportunity to learn in your environment, you become more intelligent”. According to Vygotsky

6. PRINCIPLES OF VYGOTSKY THEORY More Knowledge other [MKO] - Refers to anyone who has better understanding of higher ability level than the learner. -Normally thought of as being teacher, trainer, or older, adult, but MKO could also peers, a younger person, even computers. Zone Of Proximal Development [ZPD] -It shows different between what learner can accomplish alone and what learner can accomplish with the guidance of another. e.g. – Mathematics teachers teach maths important concepts in a classroom and learner learn through daily life activity or also consider prior knowledge and interests of learner, ZDP is a combination of both =situation for knowledge and understanding .

7. Social interaction MKO ZPD

8. VYGOTSKY UNDERSTANDING ABOUT MATHEMATICS Vygotsky observed that different cultures have different learning tools available T ools of intellectual adaptation. Children or learner learn similar skills using different methods. Different methods but similar result. Vygotsky emphasises on [S P A M] i.e. Attention, Sensation, Perception, Memory (elementary mental function). Focus on the interaction with the Socio-cultural environment. It develop into more sophisticated and effective intelligence called Higher Mental Function. Acquired and developed through social interaction called Lower Mental Function.

9. VYGOTSKY PERSPECTIVE ON MATHMATICS Vygotsky regarded a word as embodying a generalisation and concept. The use of a word or sign to refer to an object [real or virtual] prior to full understanding resonates with senses. Through the practice, students or learner starts with lectures or the potential others, using signs or concept of the mathematical objects. The meaning of a concept or mathematical sign is ‘imposed’ upon the learner and this concept of mathematics is not assimilated in a readymade form. A learner is expected to construct a concept whose use and meaning is compatible with its use in the mathematics community, for this learner or students need to use the mathematical signs in concepts with more socialised others. Continued…

10. Concept formation in mathematics is only possible because the word or mathematical object can be expressed and communicated via a word or sign whose meaning is already established in the social world. The individual’s mathematical knowledge is both cognitively and socially constituted. Back-to-basics mathematics educators may regard adequate use of a mathematical sign as sufficient evidence of a students understanding of the relevant mathematical concept. In the mathematical domain, a student is using heap thinking if she associates one mathematical sign with another because of concepts. Complex thinking is crucial to the formation of concepts in that it allows the learner to think in coherent terms and to communicate via words and symbols about a mental entity .

11. ZPD TERMS IN MATHMATICS It connecting unlearned material to familiar things, teachers play a pivotal role in the application of ZPD classroom. Provide appropriate scaffolding- strategic social interactions, learning experiences and Instruction based on a students past performance, intuition and current thinking that guide effective learning and development. E.g.-in mathematics, scaffolds may includes manipulatives, games, models, cues, prompts, hints, partial solutions, or using contextual problems based on a students interests. “someone who strategically solves problems in ways they can apply in school and In their real life experience.

12. FEATURES OF ZPD SCAFFOLDING RECIPROCAL TEACHING

13. SCAFFOLDING Provide appropriate guidance by the teacher Requires that an instructor shows example to solve a problem, step by step expending their knowledge without excessive frustration. Motivate the students interest into task. Break the task into manageable steps. Provide some direction to keep the students focused. Reduce factors that cause frustration. Model and define the expectations of the activity.

14. RECIPROCAL TEACHING A highly successful teaching method. Provide an environment of open dialogue between students and teacher which goes beyond question and answer session . Learning to apply the strategies of questioning, summarizing, predicting and clarifying. Designed to help students understand and think deeply about what the read. Cooperative learning Active participation

15. VYGOTSKY’S CONTRIBUTION IN MATHEMATICS EDUCATION In the classroom it can be seen where teachers engage students in a activates such as discuss that allow them to questions, summarize, clarify and practice. Scaffolding could be used in a math environment of classroom by paring stronger math students with students that are still learning. E.g.. The math teacher could conduct formative assessments to identify Students strengths and weakness. The assessments could be given out weekly to see where the students see which students need more assistance. The stronger students to scaffold the learner through their “Zone Of Proximal Development [ZPD]” as they master in the concept.

16. CONCLUSION Sociocultural theory considers learning as a semiotic process where participation in socially-mediated activities is essential. The theory regards instruction as a crucial to cognitive development in the math classroom. Instruction should be geared to the ZPD that is beyond the learner’s actual development level. Social instruction actually produces new, elaborate, advanced psychological processes that are unavailable to the organism working in insolation.

17. REFRENCE’S Constructivism [learning theory] [2010] – http://en.Wikipedia.org Learning Mathematics in a classroom community of Vygotsity’s theory – https://core.ac.UK Vygotsky’s theory-Developmental standards- https://devstandpoj-cbw.weebly.com Understanding Mathematical development through Vygotsky https://eric.ed.gov Using sociocultural theory to teach mathematics https://onlineliberary.wiley.com Vygotsky’s theory- An overview https://www.sciencedirect.com

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