Constructivism Theory In Mathematics

Framework of the Study

Leading learners to acquire the 21st century skills, namely: Critical thinking and problem solving, Creativity, Collaboration, and Communication skills, necessitates a mainstreaming of an assortment of educational approaches (TL, 2016). In view of doing this, Mathematics educators developed several approaches. Open-ended approach is one mulled over as a contributory factor in the attainment of such skills and the Mathematics Education goals, at large. It is a technique of assessing realistic and practical skills. Further, it offers prospects for the expansion of mathematical thinking since students can explore a wide range of preferences (Sullivan, n. d.). Students, therefore, can express their own mathematical wit without

In this sense, the learner opts for and transforms information, assembles hypotheses, and formulates decisions relying on a cognitive structure. Cognitive configuration provides meaning and organization to experiences and consents to the individual to go beyond the given information (Culatta, 2015). In this case, students ascertain, and assess what they know. They are active creators of their own knowledge. Many researches proved the effectiveness of this theory, and one of these studies is that of Tyagi (2013). In his study “Influence of Constructivism in Teaching on Academic Achievement of Primary Students”, the constructivist-based teaching significantly improved the academic achievement of class IV students in comparison with the traditional method of

On the other hand, reflective theory promotes in-depth analysis and learning. It provides a framework for developing professionals as lifelong learners who commit to continuously improve their craft. It enables learners to activate prior knowledge to construct, deconstruct and reconstruct their knowledge as well as develop meta-cognitive skills, professional practice and exercise responsibility for their own learning.

In a similar vein, Confucius quoted, “Tell me and I’ll forget, Show me and I’ll remember, Involve me and I’ll understand” (Carillo, 2013). This implies that for the learners to learn more, they should be provided with hands-on or manipulative and interactive activities, which allow them to learn on their own, explore, discover, generalize, and apply what they learned in their daily life.

Open-ended approach inspires students to become active constructors rather than passive recipients of facts. It guides students to make wide-ranging use of their own mathematical knowledge and skills. In addition, students will develop splendid experiences in the pleasures of discovery and receive the approval of their colleagues. Even the low achieving students can respond to the problem in some significant (Takahashi,