A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for Sustainable Development

Abstract

The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the development of mathematical competences in the context of sustainable development is discussed. The study process and learning methods appropriate to constructivist approach also were studied. In order to illustrate the need for a constructivist approach in mathematics education, the survey of students from Latvia University of Life Science and Technologies (LLU) and Riga Technical University (RTU) were carried out, the results of which proved that mathematics learning at universities has to be changed. The current study proved that the constructivist approach radically changes the process of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas and using a creative approach to mathematical tasks solving. This study shows that using constructivist approach to the teaching of mathematics, the competences needed for sustainable development are boosted.

Higher Education and the Sustainable Knowledge Society: Investigating Students' Perceptions of the Acquisition of Sustainable Development Competences

“…The need to consider competences in the context of their application aligns with constructivist thought (Pérez Salgado et al, 2018). Constructivism in higher education is based on the ideas that learning (a) is a process of interaction between what is known (previous experience) and what is to be learned; (b) is a social process as knowledge is constructed through interactions with other individuals; (c) is situational as it is affected by social and cultural circumstances; (d) is a metacognitive process as it is based on the possibility to develop problem-solving skills and to use these skills to learn effectively; and (e) is based on students' autonomy (Bognar et al, 2016;Vintere, 2018).…”

“…Students' acquisition of this competence can be assessed by analyzing their personal reflections on learning experiences, developed along their academic paths (De Kraker et al, 2007). The transboundary competence is complemented by intervention competence (Pérez Salgado et al, 2012, 2014, 2018; a concept that denotes problem-solving abilities. In the context of climate change, for example, intervention competence is defined as "politicalstrategic thinking, combined with personal and individual goaldirectedness, appreciating the importance of networking or the professional labor market, and paying attention to policy assessments and policy scenarios in climate change issues" (Pérez Salgado et al, 2012, p. 53).…”

“…More recent studies based on the constructivist approach to the development of SD competences include those of Vintere (2018), Wilhelm et al (2019, and Dziubaniuk and Nyholm (2020). Vintere (2018), analyzing the perceptions of mathematics students on SD competence development, favors a constructivist approach that links teaching and learning to everyday life; a condition which is met when students learn in interaction with others, learn to apply knowledge in real-life situations, are motivated by an understanding of how to use this knowledge in a future profession, and are encouraged to engage with self-directed learning (Vintere, 2018). Wilhelm et al (2019) emphasize pedagogies that initiate personal change (Wilhelm et al, 2019).…”

Are Constructivism and Enactivism two opposite philosophies on learning mathematics?

“…Instead, they have to construct ideas as part of their own consciousness. Consensus is therefore an indirect operation: each person constructs ideas in isolation and trusts that others mean the same thing when they share what they have constructed, that is, when they dialogue (VINTERE, 2018). When the math teacher talks about multiplying numbers with a child that has demonstrated the ability to perform basic arithmetic operations, they trust one another to talk about the same thing.…”

A Case of Competence Building - International Student Scientific Mathematics Olympiad

“…Mathematical studies have a decisive role in education, forming systemic thinking, form the person's cognitive abilities, as well as logical thinking and influence the teaching process of other disciplines (Yusupova & Ibyatova, 2018). Complex problem solving, critical thinking, creativity, decision making, cognitive flexibilitythese are the competences most often referred to as a key element of sustainable development, and they can be developed through mathematical education (Vintere, 2018).…”