A Report

prepared by:

Cristina Monreal Nedilyn Sevilla Viner Jeresano

C O N S T R U C T I V I S M

A Theory of Knowledge (Epistemology)

NOT a Specific Pedagogy

Wiki

C O N S T R U C T I V I S M

a theory describing how learning happens

argues that humans/learners construct or reconstruct meaning out of their experiences and previous knowledge

it says that we build or

construct our own understanding and knowledge of the world, through experience and reflection, individually and collectively.

C O N S T R U C T I V I S M

formalized by Jean Piaget

C O N S T R U C T I V I S M

formalized by Jean Piaget

C O N S T R U C T I V I S M

formalized by Jean Piaget

Existing Framework of Knowledge from Previous Experiences

New Experiences

through the process of

Accommodation and Assimilation

results to

Learning

C O N S T R U C T I V I S M

Scope/Application

Help guide curriculum, instruction, and assessment across all disciplines covered in our formal educational system

C O N S T R U C T I V I S M

Faces of Constructivism

y y y y y y

Trivial constructivism Radical constructivism Social constructivism Cultural constructivism Critical constructivism Constructionism

C O N S T R U C T I V I S M

Principles of Learning
1. 2. 3. 4. 5. 6. 7. 8. 9.

Learning is an active process. People learn to learn as they learn. The crucial action of constructing meaning is mental. Learning involves language. Learning is a social activity. It is collaborative. Learning is contextual. One needs knowledge to learn. It takes time to learn. Motivation is a key component in learning.

C O N S T R U C T I V I S M

Some more constructivist principles we can implement are:

1. Learning 2. Learning 3. Learning 4. Learning 5. Learning 6. Learning

is constructed or built. is active. is reflective. is collaborative. is inquiry/discovery based. is evolving.

C O N S T R U C T I V I S M

Constructivist Learning Intervention

1.

The Nature of the Learner

x x x x Learner as a unique individual The importance of the background and culture of the learner The responsibility for learning The motivation for learning

C O N S T R U C T I V I S M

Constructivist Learning Intervention

2.

The Role of the Instructor as Facilitator

x x x x Helps the learner to get to his or her own understanding of the content Asks Supports from the back Provides guidelines and creates the environment for the learner to arrive at his or her own conclusions In continuous dialogue with the learners

C O N S T R U C T I V I S M

Constructivist Learning Intervention

3.

The Nature of the Learning Process

x x x Learning is an active, social process. Dynamic interaction between task, instruction and learner Collaboration among learners

Constructivist Teaching Methods/Approaches

C O N S T R U C T I V I S M

y y y y y y y y y y y y y y y y y

Constructionism Reciprocal Learning Procedural Facilitations for Writing Critical Exploration Cognitive Tutors Cognitively Guided Instruction Inquiry-based Learning Problem-based Learning Cognitive Apprenticeships Various Methods involving Collaboration or Group Work Cooperative Learning Anchored Instruction Cognitive Apprenticeship Cognitive Flexibility Constructive Alignment Pragmatic Constructivism The Silent Way

Constructivism in Mathematics Education

Does constructivist math exist?

Like unicorns, it does not exist.

Lee V. Stiff NCTM President 2000-2002

Constructivism in Mathematics Education

During the 5000-year history of formal mathematical development, many aids to learning and doing (using, applying) mathematics were developed. Thus, our educational system is faced by:
1. 2.

3.

The need to decide what mathematical knowledge and skills should be included in the curriculum. How to effectively and efficiently help students to gain the mathematical knowledge and skills that are incorporated into the curriculum. How to teach (learn) for transfer and retentionso that the mathematical knowledge and skills that students gain in school are available for use throughout the curriculum, work and play of their lifetime.

Constructivism in Mathematics Educationwhat does it mean?

Each learner needs to construct their own understanding of each mathematical concept, so that the primary role of teaching is not to lecture, explain, or otherwise attempt to transfer mathematical knowledge, but to create situations for students that will foster their making the necessary mental constructions.

Constructivism in Mathematics Educationwhat does it mean?

Constructivist Approach to Thinking about Mathematics Education

1. 2. 3. 4. 5. 6.

7.

8.

People are born with an innate ability to deal with small integers (such as 1, 2, 3, 4) and to make comparative estimates of larger numbers. The human brain has components that can adapt to learning and using mathematics. Humans vary considerably in their innate mathematical abilities or intelligence. The mathematical environments that children grow up in vary tremendously. Children have tremendously varying levels of mathematical knowledge, skills, and interests when they enter the school. Even though we offer a somewhat standardized curriculum to young students, that actual curriculum, instruction, assessment, engagement of intrinsic and extrinsic motivation, and so on varies considerably. There are huge differences among the mathematical knowledge and skill levels of students at any particular grade level or in any particular math course; and there are considerable differences in their ability to learn mathematics. There has to be appropriate use of constructivist teaching and learning principles to be able to consider these differences.

Constructivism in Mathematics Education

Five Guiding Principles of Constructivism

1. 2. 3. 4. 5.

Posing problems of emerging relevance to students Structuring learning around primary concepts Seeking and valuing students points of view Adapting curriculum to address students suppositions Assessing student learning in the context of teaching
Ernest, Brooks and Brooks (1999)

Constructivism in Mathematics Education

suggests that math knowledge results from people forming models in response to the questions and challenges that come from actively engaging math problems and environments

Constructivism in Mathematics Education

y What is an individuals mathematical knowledge?

An individuals mathematical knowledge is her or his tendency to respond to perceived mathematical problem situations by reflecting on problems and their solutions in a social context and by constructing or reconstructing mathematical actions, processes and objects and organizing these in schemas to use in dealing with the situations.

Constructivism in Mathematics Education

y Is a persons math knowledge and skills innate or

learned? A certain amount of math knowledge and skill is innategenetic in origin. The majority of a persons math knowledge and skills comes from learninglearning to use parts of the brain that can learn to do math.

Constructivism in Mathematics Education

How did constructivism shed light on the teaching of Mathematics?

Constructivism

addresses how students learn and what teachers can do to facilitate learning.

Constructivism in Mathematics Education

As to how students learn

focuses on what students can do to integrate new knowledge with existing knowledge to create a deeper understanding of Mathematics. One learns Math by building on the Math that one has previously learned.
Constructivism

Constructivism in Mathematics Education

How can students better build their knowledge of Mathematics?

When knowledge is embedded in social context When mathematics is applied to real-world situations When students are allowed to think and question about the mathematics and mathematical relationships When teaching approaches promote making connections to other ideas within mathematics and other disciplines When students are active participants in the teaching and learning process

Constructivism in Mathematics Education

As to what teachers can do to facilitate learning

experiences that engage the student and support his or her own explanation, evaluation, communication, and application of the mathematical models needed to make sense of these experiences Use approaches in which the primary focus is on each learners construction of her/his own mathematical concepts
Create

Constructivism in Mathematics Education

How can teachers help make connections between old ideas and new ideas?

By asking reflective questions How does this idea fit with what you already know? In what ways is this problem like other problems/situations you've experienced? What is it about this problem that reminds you of yesterday's problem? (Cook & Rasmussen, 1991)

Constructing knowledge requires reflective thought.

Constructivism in Mathematics Education

Constructivist teachers 1. Encourage and accept student autonomy and initiative. 2. Use raw data and primary sources, along with manipulative, interactive, and physical materials. 3. Use cognitive terminology such classify, analyze, predict, and create when framing tasks. 4. Allow student responses to drive lessons, shift instructional strategies, and alter content. 5. Inquire about students understandings of concepts before sharing their own understanding of those concepts. 6. Encourage students to engage in dialogue, both with the teacher and with one another.

Constructivism in Mathematics Education

Constructivist teachers 7. Encourage student inquiry by asking thoughtful, openended questions and encouraging students to ask questions of each other. 8. Seek elaboration of students initial responses. 9. Engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion. 10. Allow significant wait time after posing questions. 11. Provide time for students to construct relationships and create metaphors. 12. Nurture students natural curiosity through frequent use of the learning cycle model.

T: Curriculum begins with the parts of the whole. Basic skills are emphasized. C: Curriculum emphasizes big concepts, beginning with the whole and expanding to include parts T: Strict adherence to fixed curriculum is highly valued. C: Pursuit of student questions and interests is valued. T: Materials are primarily textbooks and workbooks. C: Materials include primary sources and manipulative materials.

T: Learning is based on repetition. C: Learning is interactive, building on what the student already knows. T: Teachers disseminate information to students; students are recipients of knowledge. C: Teachers have a dialogue with students, helping students construct their own knowledge. T: The teacher's role is directive and rooted in authority. C: The teacher's role is interactive, rooted in negotiation.

T: Assessment is through testing, correct answers. C: Assessment includes student works, observations, and points of view as well as tests. Process is as important as product. T: Knowledge is seen as inert. C: Knowledge is seen as dynamic, ever changing with our experiences. T: Students work primarily alone C: Students work primarily in groups.

1. 2. 3. 4. 5. 6.

Sensitivity toward and attentiveness to the learners previous constructions. Using cognitive conflict techniques to remedy misconceptions. Attention to metacognition and strategic self-regulation. Use of multiple representations. Awareness of the importance of goals for the learner. Awareness of the importance of social contexts.
Paul Ernest (1996)

1. Teach the standard arithmetic algorithms and methods or make students develop their own? 2. Teach the necessary skills and concepts leading to algebra and geometry or teach all areas of mathematics every year, regardless of logical sequence?

A. Benefits of constructivism
1. Children enjoy more when they are actively involved, rather than passive listeners. Saturday class facilitators see how students enjoy math and all want to go to the board to recite. 2. Education works best when it concentrates on thinking and understanding rather than on rote memorization.

3. Constructivist learning is transferable for students create organizing principles that they can take with them to learn other things in different settings. 4. Constructivism gives students ownership of what they learn for in general, what they learn is their own not just received. 5. Students learn to question things and are better motivated. 6. Collaboration promotes social and communication skills.

B. Constructivism has been criticized for various reasons.

1. Some call it "elitist", 2. Collaborative work could lead to "group think" or to the tyranny of the majority in which a few dominant students could silence the majority. Or, if not properly supervised, some just depend on their teammates. 3. Some critics think that by rejecting evaluation thro ugh testing and other external criteria, constructivists have made themselves unaccountable for their students progress.

4. There is research evidence that students in constructivist classrooms lag behind those in more traditional classrooms in basic skills. 5. Some researchers claim that novices, especially young learners, do not yet have the underlying mental models necessary for learning by doing.

y y y y y y y y y y y y y

http://edutechwiki.unige.ch/en/Constructivism htt://edutechwiki.unige.ch/en/Problem-based learning htt://sll.standford.edu/pubs/jeepark/pblsite/skipintro.htm http://www.thirteenorg/edonline/concept2class/constructivism/index.html http://www.massey.ac.nz/~alock/virtual/trishvy.htm http://www.sedl.org/scimath/compass/v01n03/credits.html http://mathforum.org/mathed/constructivism.html http://www.nctm.org/about/content.aspx?id=1238 http://www.ericdigests.org/2004-3/views.html http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ ma3know.htm http://mathforum.org/orlando/construct.keirouz.html http://mathforum.org/orlando/construct.selden.html http://interactivemathvision.com/PaisPortfolio/CKMPerspective/Constructivism%2 81998%29.html
http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29 http://www.exploratorium.edu/IFI/resources/constructivistlearning.html

y y

Presentation by Sr. Iluminada C. Coronel, F.M.M., MTAP President at the Third DepEd-MTAP National Conference on Mathematicsl Education

References