Student-Centred Learning In Mathematics Constructivism In The Classroom

Abstract

Various techniques have been introduced among educators to relate concepts to application, from inductive learning, discovery learning, and student-centred learning (SCL). Mathematics has always been taught the traditional way -teacher is the main person to teach through lectures and activities, with students mostly in the passive receiver mode (O'Neill & Mc Mahon, 2005

Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

“…Although there are a variety of constructivist frameworks (Hennessey, Higley, & Chestnut, 2012), there is general agreement in the mathematics education community that constructivist practices are more viable to educate our future mathematics teachers and promote alignment with the standards put forth by the NCTM (Briley, 2012;Kalchman, 2011;Narli, 2011;Zain, Rasidi, & Abidin, 2012). Traditionally, learning in school occurs in a teacher-centered environment, in which the teacher is the center of attention and tells the students what they need to know and do (Zain, Rasidi, & Abidin, 2012).…”

“…Traditionally, learning in school occurs in a teacher-centered environment, in which the teacher is the center of attention and tells the students what they need to know and do (Zain, Rasidi, & Abidin, 2012). However, constructivism calls for approaches to learning that are student-centered and focused on inductive learning and discovery.…”

“…However, constructivism calls for approaches to learning that are student-centered and focused on inductive learning and discovery. In constructivist classrooms, students are active learners and construct ways of knowing that would make sense to them (Garcia & Pacheco, 2013;Zain, Rasidi, & Abidin, 2012). Ample evidence exists that constructivist teaching leads to better learning outcomes.…”

“…Studies have also shown that constructivist learning environments lead to better real-world connections, helping students realize how much mathematics is a part of their lives outside of school (Kalchman, 2011;Zain, Rasidi, & Abidin, 2012). This is important because "students learn best when they are able to relate what they learn in the classroom to the immediate environment and create meaning from different experiences" (Zain, Rasidi, & Abidin, 2012, p. 324).…”

“…This heightened ability to form connections, along with a wider variety of learning practices (kinesthetic, visual, and auditory) is significant for learning mathematics. In addition, an emphasis on cooperative learning from teams and peers promotes a high degree of participation and in result, a high degree of retention (Narli, 2011;Zain, Rasidi, & Abidin, 2012). Perhaps most importantly, students also report that learning in a constructivist manner is enjoyable, more interesting than traditional approaches, and leads to better understanding of abstract concepts (Garcia & Pacheco, 2013).…”