ERIC Number: EJ972359
Record Type: Journal
Publication Date: 2010-Sep
The Constructivist Mathematics Classroom
Jones, Karrie; Jones, Jennifer L.; Vermette, Paul J.
Mathematics Teaching, n219 p33-35 Sep 2010
By examining how people learn, the educational theories of Dewey, Piaget, Vygotsky and Bruner can be synthesized to give this set of core Constructivist principles. Principles of effective mathematics teaching: (1) allows learning that is "active" and "reflective". Students are required to transfer key concepts to new situations; (2) allows learning that is continuous. It is designed to allow students to understand new experiences in the light of "prior knowledge"; and (3) allows learning that is social. It requires "interaction" to develop a deep conceptual understanding, positive relationships and a classroom community. In this article, the authors examine a case study of Ms. Parker, a 7th grade middle school mathematics teacher. They consider her introductory lesson on surface area, in the light of these Constructivist beliefs.
Descriptors: Constructivism (Learning), Educational Theories, Prior Learning, Scientific Concepts, Grade 7, Mathematics Teachers, Mathematics Instruction, Instructional Effectiveness, Middle Schools, Geometric Concepts, Teaching Methods, Secondary School Mathematics
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: firstname.lastname@example.org; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7; Middle Schools; Secondary Education
Authoring Institution: N/A