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ERIC Number: ED404183
Record Type: Non-Journal
Publication Date: 1995-Apr-17
Pages: 62
Abstractor: N/A
Reference Count: N/A
Addressing Gender and Cognitive Issues in the Mathematics Classroom: A Constructivist Approach.
Reynolds, Theodora H.
This project was designed to address gender issues in mathematics education. The author's findings led her to conclude that students construct their own understanding and knowledge as a result of activities in the classroom. Constructivism, a theory of knowledge based on the idea that people construct their own realities by interacting with the world, offers a framework for designing lessons that incorporate suggestions from the research for improving mathematics education. Constructivist guidelines were used to design a unit to illustrate the use of constructivist teaching at the upper high school level. This project begins with a review of recent articles on issues of gender in the mathematics classroom. The review is followed by discussion of some cognitive research on how students learn mathematics, and this is followed finally by a series of lessons on limits. Since the unit is meant to be constructivist, any teacher using it will necessarily adapt and change it to meet the students' needs. The pacing and depth of the unit depends on the abilities and interests of students in the class. The annotated bibliography contains 53 references and a summary of each. (PVD)
Publication Type: Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Columbia Univ., New York, NY. Esther A. and Joseph Klingenstein Center for Independent School Education.