ERIC Number: ED340570
Record Type: Non-Journal
Publication Date: 1989-May
Making Math Mean.
This paper describes the implications of constructivism both for what to teach and for how to teach. The first part discusses three approaches on what to teach: (1) relating mathematical knowledge to other knowledge; (2) checking for self-consistency; and (3) putting thinking before facts. The second part is on how to teach based on constructivism. Skepticism and curiosity are the important characteristics of constructivist teaching. Examples from an introductory physics course and a calculus course are presented to illustrate students' diverse understandings of certain concepts. Some instructional methods, such as lectures, tutoring, and group discussion are critiqued from the constructivist viewpoint. The use of protocol analysis as a tool for reflecting students' informal thinking is introduced. (YP)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Massachusetts Univ., Amherst. Scientific Reasoning Research Inst.