Article Review
Learning as constructive activity
from http://www.luc.edu
Bergeron, J., & Herscovics, N. (1983).
Learning as constructive activity. Proceedings
of the fifth Annual Meeting of the North American Group of Psychology in
Mathematics Education, 1(1), 41-101.
The authors
of the article acknowledge the fact that the world of education is experiencing
change. In mathematics, specifically various symptoms suggest that there is willingness
for change. There have been rapid changes in the methods of educating on
mathematics. They have changed severally. First, it moved from the use of the
simple methods to the use of complex ones but finally back to the basics.
The author
acknowledges that the educators spend a lot of time and effort on the
curriculum in that they do a lot in trying to find the things to teach and what
methods to employ in teaching. However, the drawback is that the process of
communication is not taken seriously. What they do not understand is that
communication is a process on which their teaching heavily relies upon.
The
results indicate that despite the impartation of knowledge to the students
being the major goal of every educator, it is obvious that knowledge is not as
easy to transfer. It is not a commodity for it to be easily transferable and it
requires skill and effort from the side of the teachers and attention from the
students (Bergeron, & Herscovics, 1983).
In this
case, knowledge and competence is acquired depending on the conceptual
organization of the person’s experiences. The roles of the teacher would
therefore be to help the student rather than to transfer facts. For a teacher
to be a good facilitator in the teaching process, one has to have enough
information about the current competencies of the student and the student’s
goals.
Good
teachers only guide and help in the learning process. They also find ways of
doing it since they understand that theirs is to make way using symbols and
numeric but the rest is left for the student where he is to conceptualize and
operate.
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