Sousan Ahmadraji Master of Educational Research Matematics teacher, Mazandaran province Islamic Azad University, Tonekabon Branch, Iran 3 • BERA Annual Conference 2011, 6th – 8th September, Institute of Education, London 4 ENGLAND- LONDON 5 IRAN-MAZANDARAN 6 Title: The role of the educational schemas on the enrichment of mathematics Third millennium, Earth and unknowns of space exploration age, is time for the fertility of more talents which has been apparent in the new findings. 8 According to Skemp's theory of Constructivism, he himself, is the creator of his knowledge. Created meanings may be different and in some cases error, but these errors, are both a part of making and testing personal theories process, and a certificate for the nature of learners' understanding and perception 9 Learning according to Wittrock, isn't a linear relationship between stimulus and response, but rather is a process, with three major features (reflective - constructive – selfregulated). So learner is not passively accepter of knowledge and teacher plays the role of facilitator of learning, not the transferor of knowledge 10 Complex human beings today, is looking for convincing answers for his incomputable whys and more than water, seeks the thirsty 11 According to Skemp's mental schemas, meaningful learning, in proportion to habitual learning, because of having a lot of links between knowledge and experience, is productive, more economical, more adaptable to different, more powerful and more effective. Because this learning causes connection, communication and mixing content with ideas and makes deep and conventional links between them 12 Learning math should be enjoyable like a challenging activity done in lovely fields. We will not reach the math by teaching the laws and rules. Knowing mathematics involves having a group of integrated and hierarchical schemas which provides a source enriched by plans of action and techniques. 13 In my research about drawing the line equation and parabola equation in high schools at emec conference, I tried to concentrate on learners' thinking about detection of learning experiences and prevent misunderstandings by creation of learning bilateral bridge between application of concepts in real world and symbolic mathematical meanings in textbooks. 14 Do principals attribute a portion of success to the teacher when learning is realized in some good way? Or always look in the mirror and see the success because of their own managements? Research in teaching process needs clear instructions of compassionate and experienced teachers. 15 16 Learning = programming + self-confidence + self-teaching One of learning methods is H3 learning: Head, Heart and Hands head heart hands 17 18 Raji_sa_7777@yahoo.com • www.raji_riazi.persianblog.ir • “He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot fly into flying.” Friedrich Nietzsche Jacqueline Grennon Brooks: A lot of people try to look at constructivism as a program, or a methodology, or as a series of techniques. But it's really a life view. It's really a philosophy, it's an epistemology, it's a way of looking at teaching and learning, it's a way of looking at how people construct understandings of our world. 21 Jacqueline Grennon Brooks: Constructing knowledge talks about how we as the learners are reformulating, refiltering, relooking at constantly the way that we see our world, that the teacher can't give away explanations, the teacher can't give away knowledge, the student can't receive it passively from the teacher. The learning and teaching dynamic is a process of negotiation in which the people come to the table, try to make sense of the world, and in any one particular instance try to make sense of the concept at hand. 22 Jacqueline Grennon Brooks and Martin G. Brooks set forth some guiding principles in their book IN SEARCH OF UNDERSTANDING: THE CASE FOR CONSTRUCTIVIST CLASSROOMS. . 1 . Pose problems that are or will be relevant to the students 2 . Structure learning around essential concepts .Use Big Ideas in diferent content ful areas. 3 . Be aware that students' points of view are windows into their reasoning. 4 . Adapt curriculum to address students' suppositions and development. 5 . Assess student learning in the context of teaching. 23 Principles of a developmental approach to teaching ( VAN DE WELLE.JOHN A .(2001) 1 - Students build their own knowledge and understanding. 2 – Knowledge, understanding and perception for each learner is unique. 3 - Reflective thinking is the most important thing to learn. 4 - Effective teaching is a student - based activity. 24 Efficient teaching in constructivism:(VAN DE WELLE,JOHN A )(2001) 1) Create a mathematical environment; 25 Instructions and guidelines on efficient teaching in constructivism:(VAN DE WELLE,JOHN A) 2) Propose worthwhile and useful mathematical tasks; 26 Instructions and guidelines on efficient teaching in constructivism: 3) Use cooperative learning groups; 27 Instructions and guidelines on efficient teaching in constructivism: 4) Use models and calculators as thinking tools; 28 Instructions and guidelines on efficient teaching in constructivism: 5) Encourage discussion and writing. 29 Instructions and guidelines on efficient teaching in constructivism: 6) Make students justify their answers; 7) Listen actively. 30 Anna Chan Rekate: Depends on which topic we're doing. In the morning we start off with a morning meeting and that's where all the kids sit around in a meeting circle and talk about current events or things that may be happening in their lives or in their school. In a core class it's different. In core they're editing each other's work, they're working together in small groups. Some children are researching and helping each other, some people are using the Internet or picking from all different resources to help children as they work towards achieving a goal of comprehension and understanding and everything feeds into that and that's how we work it into our classrooms 31