Constructioism Learning Theory and pre-algbra

There is no doubt in my mind that there are strong advantages to applying Constructioism Learning Theory. I am stuck on the value of that theory in the math classroom, I am referring to the development or the discovery of time honored concepts. I feel I need more solid proof that students can construct and understand math concepts. An example would be developing an understanding of polynomials, and quadratic equations. Although they would be able to take those concepts and identify practical applications, they still need instruction in the development of the concept. Is it possible to integrate technology sufficiently enough through constructionist so the students acquire the necessary understanding?

Cognitive Learning Theory

I found Cognitive Learning Theory to be very straight forward as described by Dr. Orey (2007). Especially the information processing model; sensory input, information entering into short term memory, rehearsal and in doing so information is sent to long-term memory. The objective, I feel is to be able to developed strategies in one lesson that are directed towards and incorporates all three types of long term memory. Which are; declarative, facts and information; procedural, how to do things; and episodic, events in a students life (Orey 2007).

Behavioist Learning as it Relates to the Classroom

Theoretically and practically speaking behaviorist learning does have a place in today’s classroom. If one considers Dr. Wolf’s (2008) discussion on how the brain works, how connections are strengthened, memories are created, and recall is made possible. Behaviorists learning theory emphasizes changes in behavior that result from stimulus-response association made by the learner (Standridge, 2010). Typically students need about twenty-four practice sessions with a skill in order to achieve 80% competency (Pitler, Hubbell, Kuhn, Malenoski, 2007). If we consider a middle school math class, then yes behaviorist’s theory can be applied into practice. There are some skills that need to become procedural and others that must be declarative in nature. Example of procedural would be proficiency in the four basic math operations; adding, subtracting, multiplication and division. As a math teacher I expect my students to be able respond to problems involving the use of those skills quickly.

After having spent some time reviewing the Behaviorism-based Learning Resources: Classroom.JC-Schools.net and WebMATH supplied in our recourse section I feel that type of technology has a place in education. I reviewed programs involved in math operations practice and basic algebra problems. If the student entered in a wrong answer the program would give the correct one and then the student could proceed. This approach follows the description given by Dr. Orey’s presentation on behaviorists theory (2008), a small bit of information is presented, a question is asked; the math problem, a decision is made as to the right answer, and the student is rewarded if the answer is correct.