The complex zone of constructivist teaching: a multi-case exploration in primary classrooms

Tiilikainen, Mikko; Karjalainen, Juuso; Toom, Auli; Lepola, Janne; Husu, Jukka

doi:10.1080/02671522.2017.1402080

Cited by 7 publications

(4 citation statements)

References 63 publications

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“…However, there are studies showing that in practice teachers use a bricolage of teaching activities, some directive, and others constructivist. Some teachers get directive during interactive teaching approaches (Myhill andWarren, 2005, Dyer andGamoran Sherin, 2015) and others are being receptive to their students thinking during directed instruction (Chin, 2006, Tiilikainen et al, 2019.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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2022

JES

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Section: Conclusion and Discussionmentioning

confidence: 99%

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2022

JES

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“…According to Asempapa and Brooks (2020), constructivist pedagogy usually believes that children perceive mathematics as a result derived from real-world situations. Constructivist teaching approaches highlight reflective, negotiated, inductive, and cooperative components in instruction (Tiilikainen et al, 2019). At the same time, mathematical modelling usually necessitates the translation of formal mathematical components in terms of (personal or social, non-mathematical) fact as stated by Hennig (2010).…”

Section: Mathematical Modeling Attitude Scale (Mmas)mentioning

confidence: 99%

Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

Hidayat

Idris

Qudratuddarsi

et al. 2021

EURASIA J Math Sci Tech Ed

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This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers' attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a fourfactor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first-and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms of the rating scale and DIF criterion.

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“…Second, even though constructivists acknowledge the fact that learners may have different experiences on a certain phenomenon, they failed to provide concrete explanations on how individuals differ in experiencing the same object of learning (a phenomenon) nor how a student learning of a particular phenomenon comes about (Tiilikainen et al, 2019) through collaborative or participatory learning in an LCP lesson. The constructivists' notion is that everything a person sees is somehow dependent upon an individual's interpretative framework of the world (Pang, 2002).…”

Section: Constructivism Theoretical Perspectivementioning

confidence: 99%

Revisiting the Idea of Learner-Centered Pedagogy: The Theoretical Perspective

Msonde

2021

Journal of Education

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Over the years, three common theoretical perspectives dominated the practices of learner-centered pedagogy (LCP) across the world. These perspectives include constructivism, humanism, and transformative theoretical traditions. This article critically examines the contributions and weaknesses of these theoretical traditions as ways of conceptualizing how learning occurs. Then, the researcher revisited the idea of “learner-centered pedagogy” in a new theoretical strand that strives to engage learners in discerning critical aspects of the object of learning. Therefore, it is argued that the new theoretical strand, the variation theory, makes a powerful contribution to LCP practices in bringing about student learning.

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The complex zone of constructivist teaching: a multi-case exploration in primary classrooms

Cited by 7 publications

References 63 publications

Untitled

Untitled

Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

Revisiting the Idea of Learner-Centered Pedagogy: The Theoretical Perspective

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