A Constructivist Framework for Early Grade Numeracy: Drawing on Jean Piaget's Cognitive Development Theory
Keywords:
Constructivist framework, early grade numeracy, Jean Piaget, cognitive development theory, hands-on learning, collaborative activitiesAbstract
This meta-analysis investigates the application of a constructivist framework, drawing on Jean Piaget's cognitive development theory, in early grade numeracy education. The study synthesizes literature from various sources to explore the effectiveness, alignment with Piaget's theory, pedagogical implications, and challenges associated with implementing the constructivist approach. The findings underscore the positive impact of hands-on learning experiences, collaborative activities, and the integration of manipulatives in enhancing students' conceptual understanding of numeracy concepts. Moreover, the analysis highlights the strong alignment between the constructivist approach and Piaget's cognitive development theory, emphasizing the role of assimilation and accommodation in children's active construction of mathematical knowledge. The study also provides insights into pedagogical strategies for educators, emphasizing the significance of creating an interactive learning environment that fosters active participation and critical thinking. Furthermore, the study identifies challenges such as the need for continuous professional development for educators and adequate resource allocation. The implications of the study offer valuable guidance for educators and policymakers to foster a supportive learning environment that nurtures students' cognitive development and mathematical understanding in early grade numeracy education.
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