The E.L.P.S Theory and Connectionist Approach comparability cardinal Theories on How Children go for Best Learn math The E.L.P.S Theory and Connectionist Approach Comparing Two Theories on How Children Can Best Learn Mathematics Overview There atomic number 18 numerous theories round how children can best learn mathematics. I will equalise two of these: the E.L.P.S. theory (1984), and the connectionist approach. Introduction Mathematics is wide regarded as an abstract subject (Liebeck, 1984, p.14). To help explain the duration of abstract that children deprivation to forgo to truly understand a numeral concept, Pamela Liebeck (1984, p.16) devised the E.L.P.S theory: E Experience with physical objects, L speak Language that describes the experience, P pictures that represent the experience, S create verbally symbols that generalise the experience. The connectionist approach, alternately, places its emphasis on pupils making connect ions from one detail of mathematics and, tie beaming upon that knowledge, applying these to the particular area of mathematics that they are learning. Similarities Experience Both theories share similarities. Most obviously, twain encourage pupils to draw upon their previous experiences when attempting to understand new concepts.

Atkinson (1992) stated Maths is regarded as a powerful tool for interpreting the creation and therefore should ideally be rooted in square experience across the curriculum (p.13). This sentiment has since been echoed by Anghileris (1995), who urged: . . . what we need to do is to perplex with the real problems! , and work from them to abstract representations, not the other mood around (p. 28). As presenting children with data-orientated (abstract) worksheets would not give pupils any(prenominal) connection to the real world, I instead had children greenback objects around the schoolroom (fellow pupils, length of feet, playground area, etc). Through this, my pupils physically experienced the...If you emergency to get a full essay, post it on our website:
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