Mathematics learning Theories 02 Essay Example | Topics and Well Written Essays - 1000 words

Mathematics learning Theories 02 - Essay Example Behaviorism Theory in learning considers observation on behaviors of students. Learning takes place when there is an increase in behaviors considered positive and reduction in behaviors considered negative. The theory compares mind to muscle and that they both benefits from exercise (Schoenfeld, 2013). In this theory, learning results from direct interaction with the environment. The theory uses rewards as reinforcements for good behavior and punishment for those having undesired behaviors. Cognitive learning theory explains how a person perceives information from the environment to the cognitive part of the brain. Cognitive theory considers the ability of human to be conscious of their thoughts. The information modifies the cognitive part in the brain to meet the environmental demands (Hoyles & Lagrange, 2010). The theory looks at the thinking and cognitive development depending on ages. As a child grows, the cognitive development also occurs through equilibration and understanding of concepts. In equilibration process, an individual balance both the ability to assimilate and accommodate new information. In constructivism theory of learning, the students or personal understanding of a concept that is independent of the other. In this mode of learning, a teacher does not lecture or transfer mathematical knowledge but provide students with situations to make mental constructions on their own (Instructional design, 2015). The constructivism theory encourages dialog in learning between students and teachers. How individuals acquire knowledge becomes the focus in this theory. It purports that challenges and questions lead to acquiring knowledge in learning mathematics through engagement in problem solving and the environment. The aim of this theory is to improve teaching and learning in classes through engagement of both students and teachers. This theory model faces challenge in creating situations that support students’ explanation while at the