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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.

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Constructivism in Mathematics

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  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.

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