With additional modeling and several more examples, Emma gradually developed an understanding of the process of adding fractions with unlike denominators and was then able to solve problems on her own. Of the following, how would a cognitive constructivist interpret Emma's development?
a. Emma's increased understanding was a direct result of the social interaction between her, Ava, and her classmates.
b. Emma's equilibrium was disrupted as a result of Ava's explanation and modeling, and, individually, she reestablished it when she learned the procedure for adding fractions with unlike denominators.
c. When Emma was eventually able to add fractions with unlike denominators, she received positive reinforcers for getting the correct answers, and as a result of the reinforcement, she continued to answer correctly.
d. Ava developed a community of learners in her classroom, and the influence of the learning community helped Emma learn the procedure for adding fractions with unlike denominators.
b
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When children with language delays are first identified, the speech and language impairments category is ________ times larger than the learning disabilities category.
A. 10 B. 25 C. 50 D. 75
Consider the following sequence of equations:
Use the above pattern to calculate
.
a.
b.
c.
d.
e.
Estimation and invented strategies are important with division of fractions. If you posed the problem 1/6 รท 4 you would ask all of the questions EXCEPT:
Will the answer be greater than 4? Will the answer be greater than one? Will the answer be greater than 1/2? Will the answer be greater than 1/6?
For those districts that have curriculum guides, the guides are approved by:
a. school principals. b. the state department of education. c. the local school board. d. the state university.