Students Acquiring Expertise through Student-Centered Learning in Mathematics Lessons

ABSTRACT

This article reports the results of a study that investigated junior high school students’ experiences with learning in mathematics lessons that were based on self-guidance, use of technology, and minimalist instruction. The study was part of a ClassPad project and data were obtained from reports written by the 23 students after the ClassPad project ended. A model describing the student’s process of mastering doing and learning mathematics through acquiring expertise processes was constructed by using grounded theory method. The mastery of doing and/or learning was reached either with satisfaction or dissatisfaction. Two different learning profiles, one concluding with students feeling satisfied with their learning and the other concluding with students feeling unsatisfied, illustrated the students’ typical processes. The findings further revealed that when the teacher’s role was minimized and the students had the opportunity to self-guide their learning in an environment with various materials and easy-to-use technology, student-centered learning occurred.

KEYWORDS:

• Learning mathematics
• student-centered learning
• technology
• minimalist instruction

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. An emic perspective attempts to capture participants' own meanings of real-world events (Yin 2010).