Assignment Questions (Pedalaman)

Teaching mathematics using constructivist approach is based on the belief that pupils can build their own mathematical concept of knowledge by
integrating new knowledge into existing one.
(a)

Access the Internet or other sources to gather and identify at least TWO articles on using the constructivist approach in the teaching and
learning of primary mathematics. You are required to thoroughly examine the articles, compare and contrast the approaches employed
and identify the implications of those approaches to teaching and learning in the primary school. Your writing should also include
discussion on the advantages and disadvantages of implementing constructivist approach in the primary school.
(8 marks)

(b)

Prepare a COMPLETE ONE HOUR mathematics lesson plan for a primary mathematics class. You may choose any topic, but the lesson
should adopt a constructivist approach and include at least TWO learning activities.
(10 marks)

(c)

State with clear explanations THREE implications of constructivist theory to you as a teacher.
(6 marks)

(d)

According to constructivist theory, children must participate actively in the process of understanding mathematical concepts. State with
explanations THREE implications of the constructivist theory to pupils learning.
(6 marks)

Definition of Constructivism

Trainee mathematics teachers have long been exposed to the theory of constructivism during their university studies. Constructivism is
one of the major learning theories that provides teachers with insight concerning how children learn mathematics and guides them to use
instructional strategies that begin with children rather than with themselves (Van de Walle, 2001). Children must participate actively in the
process of understanding mathematical concepts through this theory.
Constructivism is an approach to teaching based on research about how people learn. Many researchers say that each individual
construct knowledge rather than receiving it from others. (McBrien & Brandt, 1997)
To apply constructivism in our classroom, we as teacher need to understand the constructivism theory all the time. The constructivism
holds the following views, that is;
(i)
(ii)
(iii)
(iv)
(v)
(vi)

The mind is seen as an inner representation of an outer reality.

Knowledge resides in the mind, thus learning result from a personal interpretation of the world.
Thought is grounded in perception and bodily experience.
Meaning is internally constructed and is developed on the basis of experience.
Meaning requires understanding wholes as well as parts.
Learning is the search for meaning.

Mathematics Teaching Approaches, Introduction to Mathematics Education HBMT1103

Open University Malaysia, 2010.

Implications of Constructivism Theory

From the articles showed that constructivism theory is based on student-centered teaching and learning. Teacher as a designer of learning
materials has the opportunity to prepare pupils for new knowledge construct, that mean teacher as a guide for pupils to learn the mathematical
concept.
Teacher will recognize pupils prior knowledge and plan teaching method based on this basic knowledge, means that teacher must know
pupil previous knowledge before teaching them in the classroom. The prior knowledge as an activity resulted not by passive learning. Thats
mean; teacher is a guide or facilitator that helps pupils to construct knowledge and solving problem.
Constructivism represents one of the big ideas in education. Its implications for how teachers teach and learn to teach are enormous. To date, a focus
on student-centered learning may well be the most important contribution of constructivism.

Constructivism has important implications for teaching. First, teaching cannot be viewed as the transmission of knowledge from enlightened to
unenlightened; constructivist teachers do not take the role of the "sage on the stage." Rather, teachers act as "guides on the side" who provide students with
opportunities to test the adequacy of their current understandings.

Characteristics of Constructivist Learning Event

Characteristics Of Constructivist Approach
A process that same importance as
learning outcomes.

Urge pupils question and have dialog

with teacher and friend.

Support cooperative learning.

Urge and accept gain and pupils

autonomy.

Give chances to construct new

knowledge by understanding through
participation with real life situation.
Consider research result in how pupils
learn an idea.

Induce inquiry process by research

and experiment.
Consider pupils belief and atitude.

Urge question or idea starting by

pupils and use a guide for lesson plan.

Advantages of Implementing Constructivist

The advantages of constructivism approach are shown below.
(i)

More interesting

(ii)
(iii)
(iv)
(v)
(vi)

Problem solving
More memorisation
More confident
Cooperative learning
More thinking

More interesting
The curricular integration is more to cross the field that is the teaching and learning is not depend on the curricular but more to learning
occur in like to like situations.
Problem solving
Pupils able to internally motivated to solve problems through discovery and experience. They develop holistic problem-solving skills that
can be transferred to other situations. They construct their problems based on their past experiences.
More Memorisation
The constructivism is a teaching and learning as internal motivation that leads to development of long-term memory.
More Confident
Pupils are in control of their own learning, learn to organise and manage their own conclusion to solve the problems. They also learn to
accommodate various perspectives on an issue.
Cooperative Learning
Through this constructivism learning, pupils are able to communicate with other. They learn to be social and communication skills are
developed. It requires teamwork or cooperation among learner and educator.

More Thinking
The constructivism theory can developed higher cognitive levels such as analysis, synthesis and evaluation; as they also can develop their
own reflective and metacognition abilities. It is because the learner uses active mental processes to develop meaning and knowledge.

Disadvantages of Implementing Constructivist

The constructivism approach learning level is higher than the traditional approach, so it cannot be apply in a slow learner classes. The
teaching and learning will be corrupted if we apply it in the classroom that does not have a high thinking learner because they cannot able to ask
the questions, cooperate with each others, and unable to understand how to think of the problem themselves. So, it is not suitable for the remedial
classes or for the lowest thinking classes. They will not be able to construct any question to solve the problem given to them because they do not
know what to ask.

Strategies for Implementing a Constructivist Lesson

Based from the module of introduction to mathematics education, HBMT1103, the strategies had been outlined by Yager (1991)
consisting of four step that is starting the lesson, continuing the lesson, proposing explanations and solutions, and taking action. He also gives his
checklist for the traditional approach and constructivist approach to determine degree of approaches.
Traditional
Approach
Teacher
No
Teacher
Teacher

Criteria
Identifies the issue or topic.
Issue is seen relevant.
Ask questions.
Identifies written and human resources.

Constructivist
Approach
Pupil
Yes
Pupil
Pupil

Teacher
Teacher
Teacher
No
No
No
No
No
No

Locates written resources.

Contacts needed human resources.
Plans investigation and activities.
Varied evaluation techniques used.
Pupil practice self-evaluation.
Concepts and skills applied to new situations.
Pupils take actions.
Science concept and principles emerge because they are

Pupil
Pupil
Pupil
Yes
Yes
Yes
Yes
Yes

needed.
Extensions of learning outside school are evidence.
Yes
Checklist to Determine Degree of Approaches

Comparison of Learning through Two Approaches

Learning through traditional and constructivist approaches

Mathematics Teaching Approaches, Introduction to Mathematics Education HBMT1103
Open University Malaysia, 2010.