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Efforts to teach algebra to upper elementary students are often more successful when they use concrete representations of algebraic processes, such as using blocks on a balance scale, than when they just use symbolic processes, letters and numbers. One explanation for this is presented in:
A) Vygotsky’s Zone of Proximal Development.
B) Erikson’s psychosocial theory.
C) Piaget’s stages of development.
Answer is C
TPR says "Piaget’s theory suggests that older elementary students are still in the concrete operations stage and unable to perform abstractions such as algebra until they enter the formal operations stage; therefore, Piaget’s theory best explains the scenario presented (choice C is correct). Vygotsky’s Zone of Proximal Development refers to the material just more difficult than what the student can already do – things that can be accomplished with guidance"
I'm not convinced with their reasoning against A. Aren't Piaget's stages supposed to rigid in that the child can absolutely not learn later principles in earlier stages? I remember reading that this is one of the things his theory was criticized for. Also, the teachers' guidance (an external factor in the student's environment) helps the students learn something a little earlier than expected - isn't that the definition of Vygotsky's theory?
A) Vygotsky’s Zone of Proximal Development.
B) Erikson’s psychosocial theory.
C) Piaget’s stages of development.
Answer is C
TPR says "Piaget’s theory suggests that older elementary students are still in the concrete operations stage and unable to perform abstractions such as algebra until they enter the formal operations stage; therefore, Piaget’s theory best explains the scenario presented (choice C is correct). Vygotsky’s Zone of Proximal Development refers to the material just more difficult than what the student can already do – things that can be accomplished with guidance"
I'm not convinced with their reasoning against A. Aren't Piaget's stages supposed to rigid in that the child can absolutely not learn later principles in earlier stages? I remember reading that this is one of the things his theory was criticized for. Also, the teachers' guidance (an external factor in the student's environment) helps the students learn something a little earlier than expected - isn't that the definition of Vygotsky's theory?
