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Chapter2 1

Constructivism is a theory of learning that holds that people actively construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. The key principles of constructivism in mathematics teaching are that knowledge is constructed by learners connecting new ideas to prior knowledge, learners must be active participants in the learning process rather than passive receivers of information, and social interaction and discourse play an important role in learning. A constructivist mathematics classroom focuses on learner-centered, interactive, cooperative activities instead of traditional teacher-centered instruction.

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Rosa Palconit
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56 views

Chapter2 1

Constructivism is a theory of learning that holds that people actively construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. The key principles of constructivism in mathematics teaching are that knowledge is constructed by learners connecting new ideas to prior knowledge, learners must be active participants in the learning process rather than passive receivers of information, and social interaction and discourse play an important role in learning. A constructivist mathematics classroom focuses on learner-centered, interactive, cooperative activities instead of traditional teacher-centered instruction.

Uploaded by

Rosa Palconit
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© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Constructivism in

Mathematics Teaching
Constructivist Teaching
Constructivism is “an approach to learning that holds
that people actively construct or make their own
knowledge and that reality is determined by the
experiences of the learner” (Elliott et al., 2000:256). A
celebrated idea in education, constructivism has been
around for a long time.
Call to Action button Constructivist Teaching
 

Teaching math through constructivist methods allows


students to deepen their knowledge beyond rote
memorization, develop meaningful context to
comprehend the content, and take command of the
learning process as an active participant rather than a
sit-and-get observer.
PEDAGOGICAL ORIGINS
There are three schools of constructivist teaching
—cognitive constructivism, social constructivism,
and radical constructivism. Despite the differences
in these schools of thought, five core principles
underlie them all:
Knowledge is constructed: Using our prior
knowledge, we build new knowledge by drawing
comparisons and making connections. In math this
means we use foundational concepts to build the next
one (e.g., we learn to add by counting and multiply by
adding repeatedly).
Active learning: A To learn, students must be part of
the process (e.g., problem-solving, productive
struggle, debate, etc.) in order to understand new
content; students can receive new information
passively (e.g., being lectured to), but this pales in
comparison to understanding it through direct, active
participation.
Social learning: We learn best by doing something
together and interacting with it socially; our social
behaviors and habits influence how we think about what
we learn.

Knowledge is personal: Subjectivity of experience


dictates that we each will differ in how we learn and
comprehend a given concept.
Reality and the mind: Received knowledge is both
socially tempered and subjective in nature; as it is
exclusively a process of the mind, we must agree that
knowledge molds our perception of reality. As we learn
more, we update our mental models of the world, thus
changing how we see and interpret reality.
What does this mean for the teacher? Traditional
classrooms, or direct-instruction classrooms, are
often teacher-focused; look no further than a college
lecture hall to see an example. The teacher lectures;
the students listen. A constructivist teacher behaves
radically differently. The table below shows a
comparison and example of the two styles:
Traditional Classroom Example Constructivist Classroom Example
Knowledge exist outside Books, lectures, videos act Knowledge exists within Students interpret materials
the student as the repository of the student to develop their own
knowledge meaning and understand
Teacher-centered Primarily teacher lecture Learner-centered Student voice and interest
and teacher interest used to is part of the curriculum
create activities
Passive learners Sit-and-get Active learners Students use inquiry and
discovery to learn
Individual activities Worksheets, readings, and Interactive activities Hands-on investigation,
tests debate, and creativity
Competitive Individual work, Cooperative Small group, centers, and
demonstration on the board workstations
without debate or
discussion
Search for correct Answer>process{only one No right or wrong answers Process {many correct
answer correct process} processes} >answer
Memorization of facts Formulas and equation Conceptual change Process and celebration of
unique problem-solving
methods
Reliance on textbooks Vocabulary lists and Students construct Context before content:
reading passages precede meanings students first experience
context-building activities new content and then add
{if any} academic vocabulary to
speak about it in a
common frame of
reference
Paper-and-pencil tests Traditional multiple Alternative assessment Decide-and-defend,
choice tests discourse, games, and
rubric-based evaluation
Teaching for
Understanding in
Mathematics Teaching
What is teaching mathematics for
understanding?
The teaching for mathematics for understanding in a
learning-centered classroom methodology is designed to
help teachers in both basic and higher education to attend
to the challenges associated with the teaching and
learning of mathematics, so that learner outcomes are
improved.
Why Educate for Understanding?
Knowledge and skills in themselves do not guarantee
understanding. People can acquire knowledge and routine
skills without understanding their basis or when to use
them. And, by and large, knowledge and skills that are not
understood do students little good. What use can students
make of the mathematics they have learned unless they
have understood it?
Reconsider Understanding
Think of something you understand well:

• How do you know you understand it?


Understanding is a capability to apply your knowledge flexibly and effectively in
various situations.

• How did you develop this understanding?


Understanding is demonstrated and developed through performances of
understanding.

• Do you feel confident in explaining and transferring your understanding


to others?
Blooms in Math
Knowledge
• Can you recall facts in math?
• Do you know rules, formulas, facts and times-table?

Comprehension
• Do you understand how to do a task?
• Do you know how a process works?

Application
• Can you use your skills to solve problems?
• Do you know which method to use with a given problem?
Analysis
• Can you break down the problem?
• Can you rearrange it and look at in a different way?

Synthesis
• Can you take your maths knowledge into a real world situation?
• Can you make links between different areas in maths?

Evaluation
• Can you draw conclusions from the maths you do?
• Can you compare or make a general rule?
The Five Stages of Teaching and Learning
Mathematics

1.Knowledge {facts, vocabulary, and formulas}


2.Understanding {the ability to explain why math
works}
3.Proficiency of Skills {mastery}
4.Application {problem solving and relevance in math}
5.Retention {remembering math over time}

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