1 / 12

Constructivism in Mathematics

Constructivism in Mathematics. b y Becky Buehner. What is Constructivism?. A ctive learner C onstructs new knowledge through connecting their prior knowledge and instructed new knowledge Teacher assists Prompting , leading questions, cueing, providing feeding, and modeling.

jerod
Download Presentation

Constructivism in Mathematics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Constructivism in Mathematics by Becky Buehner

  2. What is Constructivism? • Active learner • Constructs new knowledge through connecting their prior knowledge and instructed new knowledge • Teacher assists • Prompting, leading questions, cueing, providing feeding, and modeling

  3. What is Constructivism? • Content • Authentic & Meaningful • Assessment • Teacher preassesses • Ongoing • What does the learner need next • Teacher needs knowledge of learner over content

  4. Constructivist Video • Constructivist Video

  5. Comparative Studies in Mathematics • Illinois, K-6, rural setting • Traditional vs. Constructivist • Everyday Mathematics, Traditional Approach, Traditional Approach with support of Mountain Math (reinforces concepts K-2)

  6. Comparative Studies in Mathematics • No difference in outcomes between approaches • African Americans outperformed strong implementation of the constructivist approach compared to African Americans who were given a weak implementation • Narrowed achievement gap between African Americans and Caucasian students • 1st graders with Everyday Mathematics outperformed Chinese 1st graders, but not Japanese 1st graders

  7. Comparative Studies in Mathematics • Illinois, multiplication, third grade • Constructivist vs. Traditional • 4 classes • 2 classes received traditional methods • 1 taught by regular educator and 1 taught by researcher • 2 classes received constructivist methods • 1 taught by regular educator and 1 taught by researcher

  8. Comparative Studies in Mathematics • No statistical difference in approaches • All showed growth • Regular teacher expressed challenges • Using materials that students were unfamiliar with • Behavioral issues • Researcher expresses having a classroom management plan before implementing a constructivist approach

  9. Changing to a Constructivist Approach • Europe, teachers filled out questionnaires about changing to a constructivist approach • Education Council agreed that they needed to change to a constructivist theory • Change at the policy level • Teachers need to be supportive in the change

  10. Application • Debbie Diller’s Math Work Stations • Music and Movement • Curriculums • Everyday Mathematics • Investigations in Number, Data, and Space

  11. Demo Lesson • Racing Addition • Move around game board and solve an addition problem when you move to a new space • Sums to 8, 10, & 12 • Sort addition problems • Dominoes • Find matches (same number of dots) • Match numeral to dots • Hearts • Match numeral to dots

  12. References • Briars, D. J., & Resnick, L. B. (2000). Standards, assessments and what else? The essential elements of standards-based school improvement.Los Angeles: Center for the Study of Evaluation, Center for Research on Evaluation, Standards, and Student Testing, California University. • Carroll, W. (2001). A longitudinal study of children in the curriculum.Evanston, IL: Northwestern University. • Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education, 125(2), 271. • Diller, D. (2011). Math work stations: Independent learning you can count on, K-2. Portland: Stemhouse Publishers. • Dow, W. (2006). The need to change pedagogies in science and technology subjects: a European perspective. International Journal Of Technology & Design Education, 16(3), 307-321. • Grady, M., Watkins, S., & Montalvo, G. (2012). The effect of constructivist mathematics on achievement in rural schools. Rural Educator, 33(3), 38-47. • Mercer, C. D., & Jordan, L. (1994). Implications of constructivism for teaching math to students with moderate to mild disabilities. Journal Of Special Education, 28(3), 290. • Peterson, P.L., Carpenter, T., & Fennama, E. (1989). Teachers’ knowledge of students’ knowledge in mathematics problem solving: Correlational and case analyses. Journal of Educational Psychology, 81, 558-569. • Scott, P. B. (1983). Perceived use of mathematics materials. School Science and Mathematics, 87(1), 21,24. • Skoning, S. (2010). Dancing the curriculum. Kappa Delta Pi Record, 46(4), 170-174.

More Related