Reading Reflection Week 6

The learning theories that could be used to teach learners how to calculate and compare the unit costs of various sizes and/or brands of the same product would be Constructivism, the Cognitive Information Processing Theory, and the Situated Learning Theory.

To teach this concept using Constructivism, I would set up a mock store in the classroom and assign the students to groups.  Each group would be given a set amount of mock money.  Within their groups, they would have to go through the store, using a given formula, and decide what items to buy based on their given budget.  In doing so, they would be calculating the unit cost of each item and comparing them to others.  They will have to decide which items they would be able to get that would give them “more for their money”, as well as, which brand is the cheapest.  At the end of the activity, the students would reflect on how they could use the activity in real life situations and how their parents use this every week when they go to the grocery store.  This activity is supported by Constructivism because it brings the concept to life and they are able to make a connection with it, it allows the students to share the thoughts and ideas on what to buy, and the students are reflecting on what they learned about.

To teach this concept using the Cognitive Information Processing Theory, I could use the same type of lesson as with Constructivism; however, I would need to change a few ideas.  The first being, discussing with the students beforehand what they already know about the different mathematical processes needed in order to calculate and compare unit costs of items (i.e. multiplication, division, etc.).  After doing so, they will be able to make connections on how to use the mathematical processes they already know and how to use it in this scenario.  By using the mock store activity, it supports the Cognitive Information Processing Theory because it allows for the use of different memory systems.  Sensory is used when the students recognize that the same calculation is used for each item.  Short-term memory is used when the students have to remember the different unit costs of each item.  Long-term memory is used because this is a skill the students will remember and be able to use the next time they go to a store.  The Cognitive Information Processing Theory is also supported with this lesson because it keeps the students’ attention, it allows for them to make connections between what they already knew and what they just learned, and students will be able to retrieve this information the next time they go to the store on a budget.

This same type of lesson could be taught using the Situated Learning Theory; however, in this case, I would not give the students a set formula to calculate the unit cost of the different items.  They would use the mathematical processes they already know and in their groups, find a formula that works for them.  This supports the Situated Learning Theory because as a “culture” in their groups, they are learning together what works for them in calculating the unit cost and comparing the different items.  The community they are in decides how they will go about completing the task.