Professional Documents
Culture Documents
By
Dr. Mulkey
July 1, 2018
SCHOOL OF EDUCATION
EAST TEXAS BAPTIST UNIVERSITY
This Paper will look at Piaget’s method on concrete thinking and how it applies to a kid
who struggles with mathematic fractions. How Piaget feels it would be best to help the student
better understand the information using hands on thinking. Along with that this paper will
develop a self-management program for a student who has trouble doing biology homework, and
Trip, a seventh grader, is having difficulty learning principles of fractions, such as two out of
five is 2/5, 3/5 is less than 2/3, and so on. While his classmates seem to follow most of the
examples given in class and in the textbook, Trip feels overwhelmed and confused by them. He
is good at other subjects (such as reading and social studies) but is falling behind rapidly in
mathematics. Being familiar with Piaget's stages of development, you suspect that Trip is very
concrete in his thinking about mathematical principles compared to many of his classmates.
1) Based on the above assessment of Trip's situation, what teaching approaches would Piaget's
ideas suggest for making the principles of fractions more understandable to Trip?
We know Trip is still in the concrete thinking stage according to Piaget’s stage of
development. Piaget says this stag can be best described as hands on thinking (Woolfolk, Pg. 49,
PP. 1). Kids in this staged can learn easier if they are able to manipulate the work to see it better.
So taking the fractions and being able to make it to where he can visually see the difference. The
best way for him would probably be using a pie shape. You can cut the pie into five pieces. You
can write the term two out of five, then have the pie right next two it with two pieces of the pie
missing. He can read two out of five and then visually see that two out of five pieces are missing.
You can also have two pies with one being an imaged of 2/5 and the other being 2/3 and he will
visually be able to see that 2/5 is less than 2/3. Piaget mentions that in the concrete stage children
can grasp the idea that something is bigger than one thing, but less than another. (Woolfolk, Pg.
50, PP. 2). Giving him the ability to visually see that using pie pieces will allow him to better
comprehend that 2/5 is less than 3/5, but 3/5 is less than 2/3.
According to Piaget, Trip will be able to think concrete in other subjects as well. Not just
in math. Children who think concrete, using physical characteristics or habits can categorize
animals (Woolfolk, Pg. 52. PP. 2). Concrete thinkers also would only be able to make
combinations, but they would use each clothing only once limiting them to not reaching the max
combinations. The kids are able to identify objects and see if there has been any change to them.
Vygotsky would be more interested in the social level of the kid. He believes our thinking comes
from shared activities we have has with others (Woolfolk, Pg. 57. PP.4).
Kelly is a ninth grader with above-average abilities. He earns "Bs" in all of his subjects, except
for biology, which he barely manages to pass. As his biology teacher, you have tried to help him
many times, but you have observed no real progress. Kelly tells you that he has difficulty doing
his homework because of anxieties and basic "resistance" to the subject. He simply doesn't know
how to get started and stares at the question until he gives up and puts the homework assignment
away.
1) Design a self-management program that Kelly could adopt to improve his academic
performance.
It looks like Kelly is not interested in biology one bit, and when a child is not interested in
a subject they will struggle getting their work done. Kelly is having anxiety problems with his
program could be goal-setting for Kelly. It would be best for the teacher to set goal for Kelly
though, because teachers usually set higher standard than students do. A higher standard will
lead to a higher performance (Woolfolk, Pg. 277, PP. 2). I think a great start to the program
would be after Kelly reads the question he gets up and does a few paces around his room
thinking about the question. That way he is not stuck just looking at it. It would also be a good
idea for a goal to be if he is getting frustrated to take a minute break and take deep breathes.
Another goal could be asking the teacher or a student for help understanding the question after
you have given your best. Even staying after school once a week to get help from the teacher.
Ultimately we would get a few goals that are challenging for Kelly to reach and would monitor
how he does. Another good way it by getting Kelly to reward himself for completing the
2) Explain why (or why not) such strategies as token reinforcement and contingency contracting
Token reinforcement allows students to earn tokens for positive academic work (Woolfolk,
Pg. 268, PP. 1). A token system would be beneficial for Kelly. There are three reasons someone
should use a token system. The first is when a student is completely uninterested in their work,
or is struggling with it (Woolfolk, Pg. 268, PP. 4). For Kelly that is his problem. Some kind of
system that his parents can cooperate with would help. Maybe a system that rewards Kelly with
the amount of time he gets to play computer games each night. If he gets his homework done
before dinner, and does well on it earns a few extra minutes to play. The teacher can give him
tickets to keep, and have prizes like candy, soda, and etc. Once he reaches an X amount tickets
he can buy something from the teacher. However, you have to be careful, because you do not
want Kelly thinking there will be punishment for not reaching his goals for his homework. That
would only add on to his pressure and anxiety. You just would have to make it clear that you get
a token for doing a good job, and nothing for not completing the task like he was supposed to.
Also let him know there will be no punishment, just simply no token.
When it comes to a student who struggles with mathematical fraction it would be best to
use hands on training according to Piaget. This student is a concrete thinker, and giving them
visual images like cutting a pie into pieces to create fractions the kid can see will better help the
child understand the work. Then when it comes to a student struggling to do homework having
the teacher create goals for the student to accomplish in a self-management program can be a
good idea. Along with a token reinforcement system to better motivate the student to get the
work done.
References
Woolfolk, A. (2016). Educational Psychology (13th ed.). Boston: Pearson. Pg. 49, 50, 52, 57,
277, 268.