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    Levels of Learning in Mathematics

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    Atkah Zain
    The document discusses different levels of learning mathematics, from intuitive to abstract to application. It proposes teaching math concepts starting at the intuitive level using concrete examples and models, then pictorial representations, before moving to the abstract level. This progression helps ensure students fully understand concepts before moving to higher levels. It also recommends over-teaching concepts and taking students beyond what's required for tests. Finally, it notes how the levels relate to multiple intelligences like logical, spatial, and interpersonal skills.

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    Levels of Learning in Mathematics

    Uploaded by

    Atkah Zain
    514 views5 pages
    The document discusses different levels of learning mathematics, from intuitive to abstract to application. It proposes teaching math concepts starting at the intuitive level using concrete examples and models, then pictorial representations, before moving to the abstract level. This progression helps ensure students fully understand concepts before moving to higher levels. It also recommends over-teaching concepts and taking students beyond what's required for tests. Finally, it notes how the levels relate to multiple intelligences like logical, spatial, and interpersonal skills.

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    Levels_of_Learning_in_Mathematics

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    The document discusses different levels of learning mathematics, from intuitive to abstract to application. It proposes teaching math concepts starting at the intuitive level using concrete examples and models, then pictorial representations, before moving to the abstract level. This progression helps ensure students fully understand concepts before moving to higher levels. It also recommends over-teaching concepts and taking students beyond what's required for tests. Finally, it notes how the levels relate to multiple intelligences like logical, spatial, and interpersonal skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    514 views5 pages

    Levels of Learning in Mathematics

    Uploaded by

    Atkah Zain
    The document discusses different levels of learning mathematics, from intuitive to abstract to application. It proposes teaching math concepts starting at the intuitive level using concrete examples and models, then pictorial representations, before moving to the abstract level. This progression helps ensure students fully understand concepts before moving to higher levels. It also recommends over-teaching concepts and taking students beyond what's required for tests. Finally, it notes how the levels relate to multiple intelligences like logical, spatial, and interpersonal skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    of 5

    Levels of Learning in Mathematics

    The information below is taken from a handout by Mahesh C. Sharma, entitled,


    “Learning Problems in Mathematics: Diagnostic and Remedial Perspectives.”

    The term “level” refers to the order that information presented mathematically is
    processed and learned. Mahesh C. Sharma, in “Learning Problems in Mathematics:
    Diagnostic and Remedial Perspectives” states that “almost all mathematics teaching
    activities, in most classrooms, take place at the abstract level. That is where most
    textbooks are; that is where most of the tests and examinations are.” For students who
    have not mastered particular math content, he proposes the following order or “Levels
    of Math” as effective for teaching mathematics: intuitive, concrete/experiential,
    pictorial/representational, abstract, applications, and communication. The chart below
    explains each level and gives an example of what that level would look like in the
    classroom.

    Levels of Learning Explanation Example


    When a student is given
    Intuitive At the intuitive level, new
    three-dimensional circles,
    material is connected to
    cut into fractional pieces,
    already existing knowledge.
    he/she intuitively begins to
    (The teacher checks that the
    arrange them into
    connection is correct.)
    complete circles, thus
    Introduce each new fact or
    seeing the wedges as part
    concept as an extension of
    of a whole.
    something the student
    already knows.

    Using the concrete model


    Concrete/Experiential Manipulatives or materials
    (in this case the wedges)
    used to introduce, practice
    helps the student learn the
    and re-enforce rules,
    fractional names. As the
    concepts, and ideas. Present
    student names the pieces,
    every new fact or concept
    the instructors asks
    through a concrete model.
    questions such as, “How
    Encourage students to
    many pieces are needed to
    continue exploring through
    complete the circle? Yes,
    asking other questions.
    four, so one out of these
    four is one fourth of the
    circle. As students continue
    to explore, they may see
    that two of the quarters
    equal half the circle.
    Pictorial/Representational Picture, diagram, or image is When the student has
    used to solve a problem or experienced how some
    prove a theorem. Sketch or pieces actually fit into the
    illustrate a model of the new whole, present the
    math fact. relationship in a pictorial
    model, such as a
    worksheet like those
    provided in many math
    texts.

    Abstract Student is able to process After the student has the


    symbols and formulae. Show concrete and pictorial
    students the new fact in models to relate to, he can
    symbolic (numerical) form. understand that 1/4 + 1/4
    is not 2/8. Until this
    concept has been
    developed, the written
    fraction is meaningless to
    the student.

    Application Student is able to apply a A student who is asked to


    previously learned concept to give a real-life example or
    another topic. Ask student to situation might respond
    apply the concept to a real- with 1/4 cup of flour + 1/4
    life situation. The student can cup of flour equals 1/2 cup
    now approach fractions with of flour.
    an understanding that each
    fraction is a particular part of
    a whole. The instructor can
    now introduce word
    problems without illustrations
    because students have the
    images in their heads.

    Communication The student is able to convey Ask students to convey


    knowledge to another their knowledge to other
    student reflecting an students, i.e., students
    embedded understanding must translate their
    and the highest level of understanding into their
    learning. The student’s own words to express
    success in this task reflects what they know.
    an embedded understanding
    and the highest level of
    learning.

    Start here

    Intuitive

    Communication
    Concrete

    CONSOLIDATION

    Pictorial
    Application

    Abstract

    Sharma wrote, “The mastery of a given mathematical concept passes from the intuitive
    level of understanding to the level where the student can explain how he has arrived at
    a particular result and can explain the intricacies and the concept. In many of the
    regular classroom teaching situations, the teacher…may begin at the abstract form of
    the concept. As a result, the student may face difficulty in learning the concept or
    procedure being taught. Even if he has understood the procedure for solving that
    problem, he may soon forget it. Later when the teacher begins a new concept he may
    assume, incorrectly, that the mastery in the previous concept is still present and
    therefore may begin the new concept at a higher level, i.e., the abstract level, creating
    difficulty for the student. This cycle continues and eventually the student begins to lose
    the teacher’s explanations. He begins to have difficulty in learning mathematics, which
    then results in the failure and that develops a fear of mathematics.”

    This hierarchy of learning can in turn offer a structure for the teacher to follow. If our
    goal is for students to learn well and do well on test, instructors should do the following:

    • Introduce concepts at the intuitive level, and lead students through all the levels
    to the communication level.
    • Make sure that the student understands the linguistic, conceptual, and
    procedural components of the concept.
    • Over-teach the concept, i.e., repeatedly use it in one form or another.
    • Take the student to a higher level than is required on test (the abstract), i.e.,
    take the student at least to the application level.

    Multiple Intelligences

    You can see that the progression of the levels of


    knowing mathematics touches on several of the
    multiple intelligences or “types of smart” shown on
    the right.

    • The intuitive utilizes logical/mathematical.


    • The concrete and pictorial utilizes both
    kinesthetic and spatial intelligences.
    • Moving to the abstract and applications
    utilizes the intrapersonal intelligence when
    the students form their individual
    understanding of the concept.
    • Communicating the concepts utilizes both
    linguistic and interpersonal intelligences.

    For additional information on multiple intelligences theory and its application to adult
    education practice, see Viens, “Understanding Multiple Intelligences: The Theory Behind
    the Practice.”

    Reference:

    Viens, J. (1999, March). Understanding multiple intelligences: The theory behind the
    practice. Focus on Basics, 3A. Boston, MA: National Center for the Study of Adult
    Learning and Literacy. Website to download: http://www.ncsall.net/?id=373
    Asking Questions to Facilitate Learning

    Asking questions that encourage students to explore and develop their own meaning
    can help instructors facilitate learning. Students' answers help you know if they are
    understanding-and how they are understanding-new concepts. Tricia Donovan, Ed.D.
    with World Education, wrote the following about using facilitation questions in the math
    classroom: "Facilitation questions serve to surface students' thinking. They do not
    evaluate correctness; however, they can lead to an examination of correctness by the
    student. By carefully unearthing a student's thinking, you can witness the elegance of a
    well-conceived or well-executed solution or guide the student to re-think a
    misconception or a poorly executed solution." Below are examples of math facilitation
    questions:

    • What did you do?


    • How did you do it?
    • Why did you do it this way?
    • Did anybody do it differently?
    • Is one method better than another?
    • What did you notice?
    • What strikes you?
    • How are these different?
    • How are these the same?
    • Does your solution work with different numbers?
    • What if you tried _____? Does your solution process still work?
    • Can you show me (with smaller numbers, objects, a drawing) how you see the
    problem?
    • Tell me how you solved the problem, so I can write out how you did it.
    • Is this like any other problem(s) we've worked on? How?
    • Would you do anything differently if we tried this problem again? What?
    • What makes this problem challenging (or easy) for you?

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