Socio-Constructivist Learning and Teacher Education Students’ Conceptual Understanding and Attitude toward Fractions

Abstract

The study assessed the conceptual understanding and attitude toward fractions of teacher education students in a socio-constructivist learning environment. Specifically, it determined the students’ level of conceptual understanding before and after instruction; verified the types of conceptual changes that occurred; and ascertained the attitude of students toward fractions before and after instruction and its relationship to their levels of understanding. Descriptive-correlational research method was used. Socio-constructivist context-based teaching method was employed to introduce the concept of fractions. Achievement tests and interviews were administered to determine the students’ level of conceptual understanding. Conceptual analysis based on Jensen and Finley’s (1995) method with Tiberghien’s (1994) classification of changes was utilized to describe students’ conceptual understanding and conceptual changes. In order to determine their attitude on fractions, students were asked to answer the socio-constructivist attitude questionnaire. The level of conceptual understanding of teacher education students in fraction was functional misconception and partial understanding before and after instruction, respectively. The type of conceptual change that occurred among teacher education students was change for the better. Socio-constructivist learning more likely to improve students’ attitudes toward fractions; promoted prosocial behavior among students; and tend to increase students’ activeness in the classroom activities as evidenced.

Mindset and Levels of Conceptual Understanding in the Problem-Solving of Preservice Mathematics Teachers in an Online Learning Environment

“…Most (40 out of 45) PMTs recorded their best conceptual understanding in problem-solving (Table 3). This shows that the PMTs have prior knowledge of the concepts and mastered the skills needed in problem-solving, which opposes the work of Ibañez and Pentang (2021) and Pentang et al (2021) who revealed that the majority of the preservice teachers have functional misconceptions and an incomplete understanding of problem-solving. This result approves the effective use of Google Classroom with the Khan Academy as employed by the PMTs' professors where the institution they belong to has led to the standard of being one of the best universities in Asia.…”

“…Poor conceptual understanding may also be a product of a negative mindset. Ibañez and Pentang (2021) have reported this among preservice teachers in the Philippines. Discovering ways to develop a strong mindset and conceptual understanding among PMTs was disrupted by the occurrence of the novel coronavirus disease in 2019 .…”

“…The problems provided focused on the following topics: expressions in multiple variables, systems of equations, graph labels and scales, quadratics, and exponential graphs. These problems were among the difficult items included in the work of Bacsal et al (2022), , Ibañez and Pentang (2021), and Pentang et al (2021) in their studies on mathematics problems concerning elementary preservice teachers in the same institution. The research instrument was pilot tested which demonstrated a high internal consistency (Cronbach's alpha = 0.891).…”

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

“…This is consistent with the findings of previous studies. Separate studies by Consuegra et al (2016), Gustavsen (2019) and Ibañez and Pentang (2021) found that if a student's peer group represents a vibrant and active group that always actively participates in school and class activities, the student would be socialised to be active and to participate actively in school and class activities, and vice versa. In his study, Nusche (2015) also found that the levels of interaction of students in the classroom depend on their perceptions of how they are perceived by their peers.…”

Tornado Correlation Analysis on the Arithmetic Performance of 36-48 Month-Old Malaysian TASKA Children

“…However, two components of the philosophy of teaching in early childhood education can be distinguished (Fischer et al, 2020;Copple & Bredekamp, 2009). These are the teacher's cognitive processes and thought structures, such as planning, interactive decision-making, and reflection; the knowledge, beliefs, and attitudes are stored as schemas in the teacher's mind (Ibañez & Pentang, 2021). The divide between the fluid processes and semipermanent structures of the mind echoes Schwab's (1961) difference between the syntax and semantics of a field, as well as the conventional philosophical dichotomy between structure and functions (Philp & Goyen, 1973).…”