Advances in Social Science, Education and Humanities Research, volume 283

International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018)

Application of Bruner's Learning Theory in

Mathematics Studies

Ping Wen
School of Mathematics and Information Technology
Yuxi Normal University
Yuxi, China 653100

Abstract—Bruner is a famous educational psychologist and (1962) is a book whose most articles are the ones on left-
cognitive psychologist in the United States. This paper mainly handed thinking. The section "On Mathematical Learning" is
introduces Bruner's cognitive structure learning theory and an article about right-handed thinking. This section is a
discovery learning theory. Through the analysis of mathematics transcript of his conversation with his stepdaughter Lynn
teaching cases, this paper discusses how to apply Bruner's about how to teach students to think mathematically. [2]
learning theory in mathematics teaching. The purpose of
mathematics teaching is to enable students to master the II. BRUNER'S LEARNING THEORY
knowledge structure of mathematics in a comprehensive way.
Mathematics teachers should actively create conditions in A. Cognitive Structure Learning Theory
teaching, and guide students to discover and learn through Bruner believes that the essence of learning is that one
hands-on activities, thinking and representation. From passive connects the similar things and organizes them into
acquisition of knowledge to active discovery and independent meaningful structures, and learning is the organization and
inquiry, students become the main body of mathematics studies. reorganization of cognitive structures. Knowledge learning is
to form the knowledge structure of all subjects in the minds of
Keywords—Bruner; learning theory; mathematics studies
students. Bruner holds that cognitive structure is a general
I. INTRODUCTION way for people to perceive and generalize the external
physical world, and it is a psychological structure formed in
Jerome Seymour Bruner, born in New York in 1915, is an the process of human activities to recognize the external
American educational psychologist and cognitive things. Cognitive structure is progressive and multi-level,
psychologist. Bruner has done a lot of research on cognitive developing from low level to advanced level. And it is formed
processes, has written many books on word learning, concept on the basis of past experience and is constantly changing in
formation and thinking, and has made outstanding the process of learning. In addition, the formation of cognitive
contributions to the systematization and scientization of structure is an important internal factor and foundation for
cognitive psychological theory. He is a pioneer of cognitive further learning and understanding of new knowledge.
psychology and a typical representative of the practice of
psychological principles in education, who is praised as the Bruner calls cognitive structure "representation" and holds
person who has the greatest influence on American education that representation can be divided into three types: action
after Dewey. Bruner assimilated the German Gestalt representation, image representation and symbolic
psychology and the Swiss Piaget (J.) developmental representation. The so-called behavioral characteristics
psychology. On the basis of criticizing and inheriting Dewey J mainly refer to relying on action to perceive the world, for
educational thought and with his long-term research, he example, a two-year-old infant often relies on action to
gradually formed the model and theory of "discovery perceive the world. As children grow older, they begin to use
learning". [1] visual and auditory representations or images in their minds to
represent external things and try to solve problems through
His main representative works on education are: images. We call this representation as image representation.
Educational Process (1960), The Relevance of Education From the age of about six or seven, individuals can use
(1971), and Teaching Theory Discussion (1966). And the symbols such as language and numbers to represent
Educational Process is a book which expresses the view of experience, while using these symbols to learn and gain
knowledge according to structuralism and the process of experience. We call this representation as symbolic
cognition according to perception, while the latter two are representation. The three representations do not exist in
complementary explanations of certain ideas in the isolation. As the individual develops to a certain stage, the
educational process. These three books represent Bruner's three representations coexist in individual cognitive structure,
main educational viewpoints, of which Educational Process is complement each other and work together on cognitive
the most important and influential one. Bruner also has some activities.
research on mathematics teaching, and most of the ideas in his
educational works are supported by mathematical cases. Left- Bruner thought that knowledge learning is to form certain
handed Thinking-Intuition Ability, Emotion and Spontaneity knowledge structure in the minds of students. This knowledge

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structure is made up of the basic concepts, basic ideas or

principles of subject knowledge. The structural form of
knowledge structure is made up of human coding system.
Bruner outlines the general process of cognition. He
believes that learning a subject or a point of knowledge
involves three almost simultaneous processes: acquisition of
new knowledge, transformation and evaluation of knowledge.
The so-called acquisition of new knowledge refers to the
process in which new knowledge is connected with existing
knowledge, experience and cognitive structure. It is a process Fig. 1. Knowledge structure diagram of quadrilateral.
of active understanding, which brings new knowledge into the
existing knowledge structure through "assimilation" or When students learn the knowledge of square, they do not
"adaptation". The acquisition of new knowledge is the most grasp the concept and nature of square in isolation, instead
important link in the cognitive process. In order to acquire link the knowledge of orthomorphism to other geometric
new knowledge when learning, students need to establish the knowledge, such as quadrilateral, parallelogram, rectangle,
relationship between the old and the new knowledge so as to diamond, and so on. And they conclude the new knowledge
form a new cognitive structure. The transformation of into the original knowledge structure, so as to form and
knowledge is the further analysis and generalization of new perfect the quadrilateral knowledge structure diagram
knowledge, which can be transformed into another form to constantly in the mind. The role of teachers is to help students
adapt to new tasks. Comment: It is a test of knowledge establish connections between new and old knowledge, let
transformation to see whether the analysis and generalization students know something about the quadrilateral content, and
of knowledge is appropriate and the operation is correct. clear the internal relationship between various geometric
In the process of learning geometry knowledge, students concepts, so as to establish a complete knowledge system of
manifest Bruner's cognitive structure learning theory very knowledge points. "No matter what subject we choose to
well. Taking the learning of square knowledge as an example, teach, we must make sure that students understand or master
this paper expounds how cognitive structure theory can help the basic structure of the subject," [3] Bruner said.
students master the knowledge. In order to build knowledge Mathematics learning is to link the similar things and organize
structure chart, we first need to analyze the concept of square. them into meaningful structures. Learning is the arrangement
Then the concepts of quadrangle, parallelogram, rectangle and and rearrangement of cognitive structure. In the process of
rhombus related to square are defined. A quadrilateral is teaching, teachers should consciously help students to
defined as a closed plane figure or a three-dimensional figure establish the connection between knowledge points, and form
formed by four uncrossed sides which are not on the same line the knowledge structure of mathematics in students‘ minds.
and are connected by the end of each line in turn. A square is B. Discovery of Learning Theory
defined as a quadrilateral whose four sides are equal and four
angles are right angles. From this definition, we can see that a In terms of teaching method, Bruner put forward the
square belongs to a special quadrilateral. We call a "discovery learning method". "Discovery is not limited to the
quadrilateral "generic concept" and a square "species concept". search for unknown things, but rather it includes all the means
The difference between a square and a quadrilateral is that of obtaining knowledge through one's own mind," Bruner said.
when the four sides of a quadrilateral are equal and one of the Bruner's "discovery" is not a scientist's invention, but "an
angles is a right angle, a square is formed. We call the activity in which students organize what they know in their
difference between the "generic concept" and "species own way rather than books". [4] What he calls discovery
concept" as "species difference". The definition of a square is learning is a process in which students acquire new
a method using "genus" and "species difference" in knowledge for them by reading books and literature
mathematical concepts to define new concepts. In the same independently and thinking independently. Bruner attaches
way, we can analyze the concepts of parallelogram, rectangle great importance to discovery and believes that students are
and diamond. It can be found that a series of geometric not passive or passive recipients, but active explorers.
concepts are defined in this way. So there is a close Cognitive process is a process in which people mainly choose,
relationship between the above mathematical concepts. A transform, store and apply the things that come into their
quadrangle is the most one containing the widest range. If the senses, in which people actively study, adapt to and transform
quadrangle satisfies that two sets of opposite sides are parallel, the environment. He suggested that teachers should provide
then a parallelogram is formed. A rectangle is formed if a more materials for students to analyze and synthesize the
parallelogram has a right angle, and a square is formed if four deserved conclusion rules and become ―discoverers‖. In this
sides are equal. Similarly, if a parallelogram has a set of equal way, we can better explore the potential of wisdom, arouse
adjacent sides, a diamond is formed; and a square the the enthusiasm of students' thinking, stimulate students'
diamond has a right angle. By analyzing the relationship excitement, self-confidence and interest in learning, and help
between various mathematical concepts, a quadrilateral to maintain memory.
knowledge structure diagram can be drawn, as shown in ―Fig. Bruner and his collaborator, mathematician Z.P. Dienes,
1‖. designed such a classroom experiment in mathematics to
teach eight-year-olds the factorization of quadratic equation.

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Factorization is a junior high school teaching content, which far, the factorization mode of quadratic equation of one
is difficult for 8-year-old children. Bruner uses discovery variable has been "discovered" in the process of students'
learning method to guide students to learn. From this case, we hands-on operation.
can see how the discovery learning mode is applied in
classroom teaching practice. After acquiring such knowledge and methods, teachers
guide students to constantly apply them to new problem
Firstly, the teacher introduces three different kinds of situations, that is, constantly making larger squares and
wood chips to the students. The first one is a large square with establishing new equations in accordance with the above ways
2 and means. As shown in ―Fig. 4‖, with three pieces of wood
the side length of x , which is called as ― x ‖square; the to make bigger squares, students may get two different
second one is a rectangle with side lengths of 1 and x , called situations. But in any case, the formula of mathematics can be
as ― 1 x ‖or ― x ‖ rectangle; the third is a small square with the summed up to .
side length of 1, called as "1.1" or "1" square, as shown in
―Fig. 2‖. In the classroom, teachers provide students with
more than three pieces of wood. After the introduction of
rules, the students can piece them together freely so as to
obtain the corresponding perceptual experience.

Fig. 4. Two puzzle situations with three pieces of wood.

And then teachers guide the students to operate, using

three pieces of wood to make a bigger square, as shown in
Fig. 2. Three different kinds of wood chips. ―Fig.5‖. Students operate first, thinking about how to operate,
and finally summarize the operation as mathematical
The teacher began to ask, "Can you use these pieces of expressions. Although there are many ways of puzzle, they
2 can be expressed in . After
wood to make a square larger than the'' x "? With a little several hands-on operations and marking, comparing with the
effort, the students finished the task easily by fiddling with mathematical formulas summarized, students finally
wood chips. They made a bigger square with three different discovered the factorization rule of quadratic equation with
wooden chips, as shown in ―Fig.3‖. one unknown in algebra.

Fig. 3. Wood puzzle results by using three pieces

Next, the teacher asked students to describe how they had

done the work of making bigger squares with three pieces of
wood. Students observe, think and discuss, while teachers
Fig. 5. Using three wood chips to make a bigger square.
give hints or questions according to the actual situation. Most
students concluded that "the large square that we put together Bruner's discovery learning method is embodied very well
2
is a x square plate with two ‗x‘ plates and a ‗1‘ plate." The in the above cases. The teacher's role is to create a situation in
teacher then guides the students to record the representation in which students can explore independently, rather than to
2 2 provide ready-made knowledge. Instead of memorizing what
marking, that is, the " x square" is represented by " x " and is said in teachers and textbooks, the main purpose of learning
plus is "+". Finally the expression of ‗ x  2 x  1 ‘can be
2
is students' participation in the process of establishing the
formed. With discussing and thinking, students will have knowledge system of the discipline. Bruner's discovery
another way to describe their work. This method is considered learning emphasizes the process of inquiry, emphasizing the
cultivation of students' spirit of exploring problems and the
from the side of square, that is, ( x  1)( x  1) . Since the two ability to solve problems independently. Mathematics learning
representations represent the same square, they can be equated requires students to rely on their own ability to discover the
and an equation
x2  2 x  1  ( x  1)( x  1) is formed. So generalization behind a particular mathematical operation. In

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short, it is discovering some laws of mathematics. Bruner participate in the process of learning and thinking, through a
believes that the constant alternation of operation and series of discovery behavior to get the content of learning and
representation is a necessary condition for discovery. [5] make a summary. In the whole process, students always
actively participate in learning, not passive but active in
Through Bruner's discovery learning method, we can acceptance of knowledge and "discovery" of what they should
deduce the area formula of the circle as follows and guide learn in the mathematical knowledge.
students to find the formula of circle area in hands-on
operation. First, teachers provide students with circular pieces III. CONCLUSION
of paper with different sizes and ask questions: how to
calculate the area of a circle. Students explore it by hands-on Bruner's learning theory still has theoretical guiding
operation, and teachers can remind students in this process significance and practical value for today's mathematics
that the circle can be turned into the geometry you've learned teaching. Mathematics teaching should take students' original
so as to find the area of the circle. Students have many ways development characteristics and state as the starting point,
to teach, and teachers should guide them. Some students have give students appropriate tasks, and fully tap the potentials of
this method that a circle can be divided into four parts through students, so that every student can reach the maximum
the circle center O, as the puzzle shown in ―Fig.6‖. The development at the original cognitive level. In classroom
puzzle is close to the parallelogram that students have learned. teaching, the relationship between teachers and students has
However, there are still errors, and teachers should guide changed from "authority-obedience" to "value guidance-active
students how to narrow the errors. participation". Through this process of independent inquiry
and joint discovery of knowledge, students acquire a
successful experience and realize their sense of self-value.
Therefore, teachers should actively create conditions to guide
students to change their learning styles. From passive
acceptance of knowledge to active discovery and independent
inquiry, learning will really become their own independent
activities.

Fig. 6. Dividing the circle into four equal parts for puzzle.
REFERENCES
Under the guidance of teachers, it is not difficult for the
students to find that if a circle is divided into eight parts, [1] Zhao Desu. Revelation of Bruner‘s ―Discovery Learning‖ for quality
education inspiration[J] ． Journal of Guizhou Educational College
according to the above method of puzzle, the puzzle is closer (social science), 2003（4）: 1–4．
to the parallelogram. And its error is smaller than that of [2] Chen Lihua, Dai Qin. Analysis of Bruner's Thoughts on Education [J].
quartering, as shown in ―Fig.7‖. Journal of Inner Mongolia Normal University (education science), 2013
（10）: 73-75．s
[3] (U.S.) Jerome • Bruner, Educational Process［Ｍ］．Translated by
Shanghai Normal University Foreign Education Laboratory. Shanghai:
Shanghai People′s Publishing House, 1973．
[4] (U.S.) Jerome • Bruner, Selection of Bruner's Education Theory
［Ｍ］．Translated by Shao Ruizhen, etc. Beijing: People's Education
Press, 1989.
[5] (U.S.) Jerome • Bruner. Discussion left-Handedness Thought ——
Fig. 7. Dividing the circle into eight equal parts for puzzle. Intuitive Abilities, Emotions and Spontaneity［Ｍ］．Translated by
Peng Zhengmei, Shanghai: Shanghai People′s Publishing House, 2004.
Based on the above two steps, students have been able to
do puzzles according to the above ideas. And students can
find that as the number of equal points increases, the error
gradually decreases. The puzzles are closer to a rectangle, and
the two sides of the rectangle are and , as shown in
―Fig.8‖. The formula of a circle area can be deduced: .

Fig. 8. Transforming the circle approximately into a rectangle.

Through the above two cases it can be seen that in

Bruner's discovery learning method, teaching should first
allow students to do hands-on operation, and think in
operation before the representation. Students should

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