Teaching and learning cycles in a constructivist approach to instruction

Singer, Florence Mihaela; Moscovici, Hedy

doi:10.1016/j.tate.2007.12.002

Cited by 57 publications

(25 citation statements)

References 8 publications

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“…Researchers are actively exploring links between problem posing and other aspects of mathematical ability including conceptual understanding, problem solving, and creativity (e.g., Cai et al, in press ;Cai & Hwang, 2002 ;Ellerton, 1986 ;Silver & Cai, 1996 ;Singer & Moscovici, 2008 ;Van Harpen & Sriraman, 2013 ). Given its potential to enhance the teaching and learning of mathematics, it is clear that problem posing is an important part of research and practice in school mathematics.…”

Section: Why Is Problem Posing Important In School Mathematics?mentioning

confidence: 99%

“…Although not specifi cally an analysis of problem posing in classrooms, Singer and Moscovici ( 2008 ) have described a learning cycle in constructivist instruction that includes problem posing as an extension and application of problem solving. In an example of instruction with ninth graders, Singer and Moscovici describe three phases of inquiry: immersion, structuring, and applying.…”

Section: What Does a Classroom Look Like When Students Engage In Probmentioning

confidence: 99%

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Problem-Posing Research in Mathematics Education: Some Answered and Unanswered Questions

Cai

Hwang

Jiang³

et al. 2015

Mathematical Problem Posing

133

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This chapter synthesizes the current state of knowledge in problemposing research and suggests questions and directions for future study. We discuss ten questions representing rich areas for problem-posing research: (a) Why is problem posing important in school mathematics? (b) Are teachers and students capable of posing important mathematical problems? (c) Can students and teachers be effectively trained to pose high-quality problems? (d) What do we know about the cognitive processes of problem posing? (e) How are problem-posing skills related to problem-solving skills? (f) Is it feasible to use problem posing as a measure of creativity and mathematical learning outcomes? (g) How are problem-posing activities included in mathematics curricula? (h) What does a classroom look like when students engage in problem-posing activities? (i) How can technology be used in problem-posing activities? (j) What do we know about the impact of engaging in problem-posing activities on student outcomes?

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Section: Why Is Problem Posing Important In School Mathematics?mentioning

confidence: 99%

Section: What Does a Classroom Look Like When Students Engage In Probmentioning

confidence: 99%

Problem-Posing Research in Mathematics Education: Some Answered and Unanswered Questions

Cai

Hwang

Jiang³

et al. 2015

Mathematical Problem Posing

133

View full text Add to dashboard Cite

show abstract

“…Singer and her associates (Singer, 2009;Singer & Moscovici, 2008) have also documented the effect of systematic training that focused on problem-posing strategies.…”

Section: Problem Posing In the Curriculummentioning

confidence: 99%

Mathematical problem posing as a measure of curricular effect on students' learning

et al. 2012

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In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students using a Standards-based curriculum in middle school performed equally well or better than students who used more traditional curricula in high school. The findings from this study not only show evidence of strengths one might expect of students who used the Standards-based reform curriculum, but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research are discussed.

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“…The research indicates that the constructivist approach has a positive effect on both students' performance and motivation, as they find learning interesting because it is carried out in a collaborative learning environment (Nayak, 2007). The constructivist teaching approach is based on learning 5E's (EngageExplore -Explain -Elaborate -Evaluate) and is a student-centered approach rather than teachingcentered approach, whereby the students are challenged more on their learning and consequently produce improved meaningful learning (Singer & Moscovici, 2008). Integrating technology into the curriculum and the classroom also has a positive impact on students understanding the content and engagement in their learning outcomes (Sadik, 2008).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics

Maheshwari

Thomas

2017

InformingSciJ

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Aim/PurposeThe main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. BackgroundThere are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. ContributionTo consider curriculum adjustments for first year programs and implications for teacher education. FindingsThe t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for PractitionersTo consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers

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Teaching and learning cycles in a constructivist approach to instruction

Cited by 57 publications

References 8 publications

Problem-Posing Research in Mathematics Education: Some Answered and Unanswered Questions

Problem-Posing Research in Mathematics Education: Some Answered and Unanswered Questions

Mathematical problem posing as a measure of curricular effect on students' learning

An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics

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