An educative experience is comprised of the interaction of the individual and the environment which

fosters growth singularly and universally. Growth, according to Dewey, involves the emergence of
inquisitiveness, understanding, sympathy, sensitivity, connectedness, sense of belonging, and
worldliness. In chapter two, the need of a theory experience, Dewey states “The belief that ah
genuine education comes about through experience does not mean that all experiences are
genuinely or equally educative. Any experience is miseducative that has the effect of arresting or
distorting the growth of further experience” (Dewey, 1938, Pg.8) A miseducative experience is also
possible where the opposite of these traits is cultivated which stagnates society. In Dewey’s vision of
this concept, society would continuously enhance and prosper because of the cyclical process of
growth and improvement leading to more growth and improvement of society. Besides, Dewey
explains that not all experiences will educate in a significant manner, emphasizing that education
and experience are not analogue processes. Miseducative experiences, do not allow the continuity
on future experiences and they also develop students to mechanical practices, bringing them to
routine and closing the doors to other experiences. It is important to highlight that Dewey is also
concerned that experiences must be connected to education that facilitates learning and not only to
be enjoyable and pleasant. In this context, my interpretation of Dewey’s notions is that the role of the
educator, to organize the student experiences, so they can enrich the learning process and
propitiate continuity of new experiences (Mendonça et al., 2014).

I aspire to teach mathematics to young children and the ideal curriculum in this context would
emphasise on teaching methods which include less lecture, more student-directed classes and more
discussion and problem-solving and discovery-learning skills that not only contribute to better
mathematics learning but also enhances student’s creativity to cope with life challenges. In my
opinion, Dewey’s theory of educative experiences is most prevalent to create classrooms where
students are required to evaluate their own ideas and those of others and are encouraged to make
mathematical conjectures and test them and are helped to develop their reasoning skills (Coombes,
2013). Today’s mathematics curriculum should emphasise on problem solving which does not only
help to gain more skills and knowledge to solve the problem, but it also goes further in helping to
increase reasoning skills among students. Therefore, problem solving methods are considered as
essential factors to increase level of students’ mathematics achievement. (Lessani et al., 2016)

References:
Coombes, C. (2013). What is effective teaching of mathematics. Generation Ready.
http://www.generationready.com/wp-content/uploads/2014/06/Effective-Teaching-of-
Mathematics.pdf. 

Dewey, J. (1938). Experience and education. New York: Touchstone Book, Simon and Schuster.
Retrieved from http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf

Lessani, A., Md. Yunus, A. S., Abu Bakar, K., & Khameneh, A. Z. (2016, March). comparison of
learning theories in mathematics teaching methods. 21st century academic forum.
http://www.21caf.org/uploads/1/3/5/2/13527682/14hrd-4111_lessani.pdf. 

Mendonça, S., Costa, P. M. B. J. S., & Andrade Megid, M. A. B. (2014). Math Education through the
Perspective of John Dewey’s Proposals: a Possible Path? Journal of education and human
development. http://jehdnet.com/journals/jehd/Vol_3_No_4_December_2014/23.pdf.