Task 1
RaVeann Rogers
WGU
Learner Development and the Science of Learning - D665
Prof. Bethani Studebaker
Dec 11, 2024
Scenario 1: Kindergarten Math Class Struggling with Addition Concepts
I chose the first scenario involving a kindergarten math class where students are
struggling to understand the concept of addition. This scenario is closely aligned with my
program, the Master of Arts in Teaching, Special Education, because it emphasizes the
importance of differentiated instruction and the use of scaffolding to meet the diverse needs
of students. One principle of learning science evident in this scenario is the concrete-to-
abstract learning progression, which posits that children learn more effectively when they
begin with tangible, hands-on experiences before moving to abstract concepts (Bruner, 1966).
In this scenario, manipulatives such as counting cubes or toy apples provide students with
tangible tools to physically group, combine, or separate objects, enabling them to "see" and
"do" addition rather than relying solely on abstract symbols like numerals. This progression
ensures students develop a strong foundational understanding of addition through experience
before advancing to symbolic representations.
The use of manipulatives positively impacts learning by supporting students as they
bridge the gap between concrete and abstract understanding. By physically manipulating
objects, students are able to see the real-world application of addition, which helps them
internalize the concept. For instance, combining three cubes and two cubes to form a total of
five provides a sensory-rich experience that reinforces the mathematical operation. This
approach also supports students with special needs, who may require additional scaffolding to
succeed. By allowing students to interact with math concepts in a multisensory way,
manipulatives create a foundation for later success when abstract symbols are introduced.
Research confirms that manipulative-based instruction enhances mathematical understanding,
improves retention, and increases engagement in early learners (Clements & Sarama, 2009).
This makes manipulatives a vital tool for teaching foundational math concepts in special
education settings.
A. 2. Explain how you could use the described principle of learning science in your
future classroom differently by writing a specific scenario in which you use it.
In my future classroom, I would adapt the concrete-to-abstract learning progression to
teach subtraction through a collaborative, story-based activity. For instance, I would design a
lesson where students work in small groups to solve subtraction problems using a real-world
context. I could present the class with a scenario like, “We have ten toy frogs sitting on a log,
and three frogs jump into the water. How many frogs are left on the log?” Each group would
receive ten toy frogs and a small log cutout to physically act out the scenario, removing three
frogs from the log to find the answer. This hands-on activity allows students to manipulate
objects and visualize subtraction as “taking away,” reinforcing the concept in a tangible,
engaging way.
As students gain confidence with physical manipulatives, I would introduce visual
aids such as drawings or number lines to represent subtraction problems. For example,
students could draw the log and cross out the frogs that “jumped” into the water. Finally, I
would transition students to using numerical equations, gradually removing the need for
concrete objects as they develop a deeper understanding of subtraction. This progression
aligns with Bruner’s theory by moving from concrete experiences to abstract representations,
while Vygotsky’s scaffolding theory ensures that students receive appropriate support at each
stage (Bruner, 1966; Vygotsky, 1978).
To further enhance learning, I would incorporate peer collaboration into this activity,
encouraging students to work together to solve problems and explain their reasoning.
Research suggests that social interaction can improve mathematical reasoning and problem-
solving skills, particularly for students with diverse learning needs (Webb, 2009). This
approach not only reinforces subtraction concepts but also builds students’ communication
and teamwork skills, fostering a collaborative and inclusive learning environment.
References
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning
trajectories approach. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom.
British Journal of Educational Psychology, 79(1), 1-28.
