Case 3

In this case study, we look at four Year 4 students, Jake, Remy, Molly and Eliza, who have been given the task of problem-solving. They are making a square-based pyramid with 140 oranges. Each student has taken on a different job. They will be using materials to construct the pyramid to get the answer to their questions. Theories from both Piaget and Vygotsky will play part in their thinking. As well as help from the teacher.

Using manipulatives allow the students to create their own cognitive models. Not only do the use of mathematical manipulatives have the advantage of engaging students, it also heightens the interest and enjoyment of mathematics. (hand2mind, 2017). The National Council of Teachers of Mathematics (NCTM) (as cited in hand2mind, 2017) advocate the use of manipulates within the classroom, they believe this …show more content…
Each student had different abstract ideas on how they can reach the desired shape using the materials supplied. Remy began with trying to guess how many layers the object would need by adding a series of number together, but he became confused. Eliza recognised that the number was increasing by 2 each time, while Jake made his peers aware that each square was increasing by 1 each time. Instead of telling the students how to do the task, the teacher offered extra materials [an actual square-based pyramid] for the students to use as a visual. Even though the teacher realised there was a pattern, she allowed the students to discover it for themselves. (O’Donnell, et al, 2016, p. 110) Scaffolding involves the teacher providing hints, tips, examples and prompts as well as questions and suggestions. (O’Donnell, et al, 2016, p. 117) The teacher reminds the students of questions they need to answer now they have more information, the teacher also prompted the students to retrace their steps to figure out the answer and the strategy they used to reach