Cmap
Pictorial Scaffolding in the Construction of Schema of Concepts

Czarnocha, Bronislaw and Prabhu, Vrunda (2008) Pictorial Scaffolding in the Construction of Schema of Concepts. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Third Int. Conference on Concept Mapping. Tallinn University, Tallinn, Estonia, pp. 548-555. ISBN 978-9985-58-585-6

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Abstract

The learning obstacles experienced by community college students in the Bronx in mathematics classes have been reported in several issues of the online Teaching-Research Journal on Line. (MTRJoL, 2006-2008) Over the course of the teaching research studies utilizing the Teaching-Research/NYC model, it was found that students absence of assured success is caused by absence of independence of learning, difficulty getting started, absence of procedural skills such as multiplication facts, all of which contribute to weak problem-solving skills which in turn create obstacles in students’ capability to adopt a problem-solving approach to learning the very basic mathematics in question. The Discovery-based Instructional Sequences utilized in our classrooms are designed from the point of view of facilitating the construction of a schema among students, with a steady emphasis on the Zone of Proximal development of Vygotsky as the theoretical framework. Concept Maps can be useful in several different ways as are described in this paper. The use of concept maps in the TR-NYC approach are for the construction of the schemas of concepts that either students’ or teacher-researchers are trying to grapple with, and this two-fold use of the concept map illustrates a part of the way the TR-NYC methodology works, from theory to practice and practice to theory, a bidirectional route.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2008
Subjects: L Education > L Education (General)
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 12 Mar 2016 12:50
Last Modified: 12 Mar 2016 12:50
URI: http://eprint.ihmc.us/id/eprint/401

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