The E.L.P.S Theory and Connectionist Approach examine cardinal Theories on How Children convey 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 about(predicate) how children can best learn mathematics. I will compare 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 precis that children convey to forgo to truly understand a mathematical concept, Pamela Liebeck (1984, p.16) devised the E.L.P.S theory: E Experience with physical objects, L mouth 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 con nections from one mount of mathematics and, tie beaming upon that knowledge, applying these to the particular area of maths that they are learning. Similarities Experience Both theories share similarities. Most obviously, both(prenominal) encourage pupils to draw upon their previous experiences when attempting to understand new concepts.

Atkinson (1992) say Maths is regarded as a powerful tool for interpreting the founding and therefore should ideally be rooted in dependable experience across the curriculum (p.13). This sentiment has since been echoed by Anghileris (1995), who urged: . . . what we need to do is to p erplex 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 either connection to the real world, I instead had children poster 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, assemble it on our website:
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