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PGCE (Primary) - Assignment 1.

PGCE (Primary) - Assignment 1.

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Published by Thomas Grove

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Published by: Thomas Grove on Nov 17, 2008
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12/21/2012

 
Student Name: Thomas GroveI.D. Number: 22661727Programme: PGCE (Primary)
With Reference To Social Constructivism: How DoesGrouping by Gender Influence Attainment within theMathematics Classroom?
 ‘Mathematics equips pupils with a uniquely powerful set of tools to understand and changethe world. These tools include logical reasoning, problem-solving skills, and the ability tothink in abstract ways. Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment anddevelopment, and in public decision-making. Different cultures have contributed to thedevelopment and application of mathematics. Today, the subject transcends culturalboundaries and its importance is universally recognised. Mathematics is a creativediscipline. It can stimulate moments of pleasure and wonder when a pupil solves a problemfor the first time, discovers a more elegant solution to that problem, or suddenly seeshidden connections.’ (DfEE, 1999: 60)
Student Name: Thomas Grove
Programme: 6270 PGCE (Primary)Professional Tutor: Hilary BowenAssignment 1.
 
Student Name: Thomas GroveI.D. Number: 22661727Programme: PGCE (Primary)
Introduction
Vygotsky (1978) believed that during the construction of knowledge two complementaryframeworks are in operation, a dual stage process of internalisation: ‘Every function in the child’s cultural development appears twice: first on the social level,and later, on the individual level; first, between people (interpsychological), and then insidethe child (intrapsychological). This applies equally to voluntary attention, to logical memoryand to the formation of concepts. All the higher functions originate as actual relationsbetween human individuals.’ (Vygotsky, 1978: 57)This assignment will review the assessment data, literature, and research on grouping by genderand how this influences attainment within the mathematics classroom, with specific reference tosocial constructivism based on a Vygotskian theory of mind, however, I personally believe it wouldbe appropriate to initially review the extensive research on gender differences in mathematicslearning and achievement, and investigate the supposed existence of a ‘gender gap’. This criticalreview will challenge the assumption that there is a difference between boys and girls that makesboys predisposed to do better in mathematics; that there is an intrapsychological differencebetween males and females that influences the construction of knowledge and cognitivedevelopment in mathematics, as defined by Vygotsky (1978). This initial review will be constructedin a clear and concise manner with relevant and appropriate research to provide a firm foundationfor, and consequently support, the critical review on grouping by gender and how this influencesattainment within the mathematics classroom.At this point, the assignment will progress and review the assessment data, literature, and researchon grouping by gender and how this influences attainment within the mathematics classroom, withspecific reference to social constructivism from a Vygotskian theory of mind, and investigate thesupposed negative relationship between group size and mathematics learning and achievement.This critical review will investigate the hypothesis that the difference in learning styles of boys andgirls influences mathematics learning and achievement in groups of different gender composition;that the intrapsychological difference between males and females influences the interpsychologicalconstruction of knowledge and cognitive development in mathematics, as defined by Vygotsky(1978).Assignment 1.1.

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