Jerome Bruner
Connection
Active, Hands-on Learning
The game encourages students to
explore and construct their own
understanding through trial and
error, rather than passively
receiving information.
Scaffolding (Gradual Guidance)
Teachers or peers can provide
hints and support to slow learners,
gradually helping them become
independent problem-solvers
Intrinsic Motivation:
Playing while learning makes
mathematics more engaging,
aligning with Bruner’s view that
learning should be interesting and
meaningful.
Adapting to Individual
Differences:
The assignment emphasizes
differentiated learning, just as
Bruner advocates for tailoring
instruction to each student’s
cognitive background.Enactive Representation –
Learning through action
Calcubabble uses tiles with numbers and
mathematical operators, allowing
students to physically manipulate pieces
to form equations. This aligns with Bruner’s
idea that students learn better when they
can experience concepts through hands-
on activities.Iconic Representation – Learning
through images and symbols
The game uses mathematical symbols (+,
-, ×, ÷), helping students visualize
mathematical concepts. This matches
Bruner’s iconic stage, where learners use
mental images and representations before
transitioning to abstract thinking.Symbolic Representation –
Learning through language and
formulas
As students create equations to reach
target numbers, they engage in abstract
and symbolic thinking, which is the final
stage in Bruner’s model. They must
understand mathematical rules, apply
logical reasoning, and develop strategies
to maximize their score.Constructivist Aspects of
Bruner’s Theory in CalcubabbleBruner emphasizes discovery
learning and the three modes ofrepresentation, which are evident
in the Calcubabble game: