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Piaget and Vygotsky
Compare and Contrast Piaget and Vygotsky Ideas of math in common core
Numerous educators, parents, and students are not happy with the Common Core curriculum in math. One of the key disagreements against Common Core is that the standards are not developmentally suitable for students that are younger. Two of the most recognized cognitive psychologists, Lev Vygotsky, and Jean Piaget developed theories that spoke to cognitive development and learning among teenagers and children in regards to the common core. Even though there are similarities among the two theories, dissimilarities occur, and those dissimilarities are significant to the application and understanding of the theories in educational backgrounds. This paper will highlight those major differences in mathematics. With that said, this essay will discuss the comparison and contrast of Piaget and Vygotsky ideas of math in common core.
Common Core Standards in Math
The Common Core concentrates on a clear set of math skills and concepts. The skills and knowledge students need to be equipped for mathematics in college, vocation, and life are interlaced during the course of the mathematics standards. A lot of the Common Core questions, mainly in math, necessitate higher level and theoretical thought manners. Jean Piaget was able to bring understanding and clarity to the knowledge of children's cognitive developmental stages. In given some background, the research showed that Piaget was one of the utmost early year's psychologists of all time. Piaget wisely calculated the cognitive development of children. Before him, a lot of people expected that even though children were not as skilled as adults, their thought developments were alike. Piaget would argue...
Piaget would point out that all students in a class are not essentially working at the same level. He would go to make the point that Teachers could benefit from understanding the levels at which their students are working and should try to determine their students' cognitive levels to alter their teaching for that reason instead of using the common core.
All through the standards there are elements that can connect to numerous learning theories, for example most of the effort completed by Lev Vygotsky in his social theories. As the foundation of contemporary Constructivism, Vygotsky's thoughts are equivalent to those transliterated in the Common Core State Standards (CCSS), particularly in respects to how students need to be learning. According to Vygotsky (1978), the social interaction constituent of learning tasks is the basis for cognitive growth and knowledge acquisition in mathematics, not the common core. Vygotsky's theory of social learning, combined with the constructivist context, is vital to effective application of Common Core State Standards when it comes to mathematics. Teachers, through professional development that is mainly founded on collegial discussions, peer coaching, and demonstration classrooms, can learn to permeate social and cognitive constructivist philosophies into their teaching of mathematics instead of using the common core. Math instruction is supposed be regarded as a vital component of both learning and thinking (Tyminiski, 2010). Vygotsky would agree that making sense of math in this way has the power to change and tolerate the culture of a school through eminence designs of instruction (Gelman, 2010). The Common Core standards signify…
References
Gelman, R. M. (2010). Young children's numerical competence. Cognitive Development, 21(9), 1-29.
Tyminiski, A. (2010). Teacher lust: reconstructing the construct for mathematics. Journal of Math Teacher Education,, 13, 295-311.
Ylvisa-ker, M. H. (2010, March 31). What are Concrete and Abstract thinking? . Retrieved from http://www.projectlearnet.org/tutorials/concrete_vs_abstract_thinking.html
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