The effects of an overt constructivist approach to learning mathematics and its subsequent effects on classroom teaching

Abstract

A Master's unit in mathematics education was given to three practicing primary teachers. Constructivism as a theory on which to develop a flexible pedagogy was a central theme and the style of presentation of workshops was guided by constructivist principles. Contact time was 20 hours spread over 10 weeks. The course contained a number of different aspects relating to mathematics teaching and learning some of which provided research data: (1) discussion about the nature of constructivism in mathematics learning, and its implications for teaching; this centred around seminar papers on aspects of constructivism; (2) a workshop each week that focused on a rich mathematical topic designed to provoke mathematical activity and interaction and to encourage reflection on that activity; (3) an extended investigation of a mathematical situation; and (4) classroom implementation of some aspect of (3) together with a report of its implementation and an evaluation of children's understanding. A combined individual and social constructivist approach to learning mathematics by primary teachers is described. some evidence is presented of changes in belief held by teachers about the nature of mathematics and the subsequent changes in classroom practice and expectations of children's learning.