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ERIC Number: EJ802711
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-0819-4564
Towards a Constructivist Pedagogy for Year 12 Mathematics
Sheppard, Ian
Australian Senior Mathematics Journal, v22 n1 p50-58 2008
Constructivist pedagogies are generally not considered to support the teaching of mathematics for externally assessed examination-based courses. In large part, teachers have believed that such approaches are inefficient in covering a set syllabus. This article summarises the author's learning journey in Year 12 mathematics in 2004 where attempts were made to use constructivist and inquiry based approaches. Furthermore, the author presents a table wherein he contrasts his former and current teaching practices. In developing an understanding of these practices and the changes that have evolved he uses a series of explicit beliefs statements about his role in the classroom, which he has categorised as follows: (1) syllabus content; (2) accountability; (3) teaching practices; (4) engagement; (5) results; (6) authority; and (7) relationships. Through contrasting his former and current beliefs and pedagogical practices, he articulates how his current beliefs connect with his current pedagogical practices, the Australian Science and Mathematics School (ASMS) teaching and learning principles, and constructivist approaches to learning. (Contains 1 figure and 1 table.)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 12; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia