This presentation was done at KUSOED.

1. Niroj Dahal
Presentation of Recent Paradigms of Mathematics LearningPresentation of Recent Paradigms of Mathematics Learning
Niroj Dahal
Kathmandu University
School of Education
Mathematics Group
2011 Feb. Batch
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Niroj Dahal1

2. Content
What is Constructivist Learning Design?
What are four epistemological assumptions for constructivist learning ?
What is the important of the study of Constructivist Learning DesignTheory ?
What is the important of constructivist learning design?
Related subject matter.
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Related subject matter.
Conclusion
References
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3. What is Constructivism?
If we asked more than 10 or 12 Lecture then the definition of
Constructivist is different.
Dewey, Montessori, Bruner, andVygotsky among others
provide historical precedents for constructivist learning
theory.
People define quitely and reflect their own understanding of
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People define quitely and reflect their own understanding of
the term and text.
The readers who bring prior knowledge and experience to
text and make their own meaning .
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4. Constructivist Learning
What is constructivist learning?
Constructivism represents a paradigm shift from education based on
behaviorism to education based on cognitive theory.
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behaviorism to education based on cognitive theory.
Behaviorism epistemology focuses on intelligence, domains of
objectives levels of knowledge, and reinforcement.
Constructivist epistemology assumes that learners construct their
own knowledge on the basis of interaction with their environment.
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5. Four EpistemologicalAssumptions in CLFour EpistemologicalAssumptions in CL
Knowledge is physically constructed by learners who
are involved in active learning.
Knowledge is symbolically constructed by learners
who are making their own representations of action.
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who are making their own representations of action.
Knowledge is socially constructed by learners who
convey their meaning making to others.
Knowledge is theoretically constructed by learner who
try to explain things they don’t completely understand.
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6. Continue…
With these common assumptions , teacher planning
according toTyler or Hunter models is no longer.
Constructive activities of the learner rather than the
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Constructive activities of the learner rather than the
demonstrative behavior of the teacher.
Students are active participants in learning rather
than passive recipients of information.
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7. Constructivist Learning Design
The six
important
element.
1.Situation6.Reflections
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2.Grouping
3.Bridge4.Questions
5.Exhibit
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8. Continue….
These elements are designed to provoke teacher planning and
reflection about the process of student learning .
The teacher develop the situation for students to explain , select
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The teacher develop the situation for students to explain , select
a process of students for grouping of materials and students.
Build a bridge between what students already know and what
they want them to learn, and reflections about the students.
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9. Continue…
Objectives
Outcomes
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Outcomes
Or Result
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10. The brief overview of six elements.
Situation:
What situation are you going to arrange for students?
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What situation are you going to arrange for students?
-title and describe a process of solving problems, answering
questions, creating metaphors, making decisions, drawing
conclusions, or setting goals.
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11. Continue…
Groupings:
1.Whole class group, Individual, in collaborative
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1.Whole class group, Individual, in collaborative
thinking etc
2.How can we are going to arrange grouping of
materials that students will use to explain the situation
by physical modeling , graphically representing etc
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12. Continue…
Bridge:This is an initial activity
intended to determine student’s
prior knowledge and to build a
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prior knowledge and to build a
bridge between what they already
know, what they might learn by
explaining the situation?
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13. Conti……..
Questions:
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It could take place
during each element of
the learning design.
--To arrange the groupings, to
set up the bridge, to keep
active learning and
encourage the students.
--to support the students
in continuing to think
for themselves.
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14. Continue…
Exhibit:
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-To make students busy, which make students
involves having students make an exhibit for
others
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15. Conti…
Reflections:
--Relation of internal
dialogue and language ,
skills power, and concepts
of the students taken out.
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--The student’s reflection
of what they though about
while explaining the
situation and then saw the
exhibits from other.
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16. Educational Precedents
1.Situations
2.Groupings
3. Bridge
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4.Questions
5.Exhibit
6.Reflections
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17. Assessment
It becomes an integral part of every step in this learning design.
Teachers design the situation based on the assessment of student’s
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Teachers design the situation based on the assessment of student’s
approaches , interests, and needs.
Teachers arrange for reflections about what students have learned and
their internal process of representations as a context for self-
assessment of individual learning.
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18. Applications
-Resolutions to problems, or formulation of question
Students are asked to actively construct their own knowledge by
making meaning out of the situation by themselves with
support and guidance from teacher.
Math teacher might ask students to find examples of sloping
lines in the world around them and then introduce grids to
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lines in the world around them and then introduce grids to
determine equation.
Active participants in making meaning instead of recipients of
information given to them by the teacher.
Concepts,skill,and attitudes to convey different dimensions of
Knowledge.
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19. Conclusion
--The definition of Constructivist is differ for
each individual.
--The six important elements: Situation,
Groupings, Bridge, Question, Exhibit, and
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Groupings, Bridge, Question, Exhibit, and
Reflections.
--Educational Precedents play the vital role in the
six important elements in organizing for
learning .19

20. References
-Reading Material given our facilitator.
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21. Thank you all for participant……..
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