Toward a Working Model of Constructivist Teaching: A Reaction to Simon

Measuring the Effectiveness of BLCS Model (Bruner, Local Culture, Scaffolding) in Mathematics Teaching by using Expert System-Based CSE-UCLA

“…It means that the student"s prior knowledge is something that needs to be taken into consideration in teaching [13] states that one important factor that can influence the child"s learning is what he or she has known. [2] states that to be more exact, we need to focus our attention on the student"s schemata in the assimilation. [14] stresses that every teacher has to be aware first of what the students" preconceptions and experiences look like and then he or she has to adjust the lesson and the method of teaching to the "pre"-knowledges themselves.…”

“…That student can learn well depends very much on the learning experiences provided by the teacher daily in the classroom [3] states that to be able to provide learning that has a high quality, the teacher has: (1) to understand deeply the mathematics learning material being learned,; (2) to understand how the student learns mathematics, such as to understand such things as his or her attentiveness and misconceptions; and (3) to select tasks that make learning meaningful like when the student has been trained to think, to ask questions, to solve problems, and to discuss ideas, strategies, and solutions that he or she has acquired.…”

“…In this context, NCTM in [1] states that the principle of learning mathematics states that the student has to learn mathematics by understanding, by actively engaged and by participating actively in building new knowledges based on experiences and knowledge that he or she had before. In other words, to master mathematical concepts well, the student has to understand and consider mathematics a not ready made thing that is ready to be accepted as such by the student, but it has to be reconstructed by him or her...This corresponds to what is stated in [2], which says that one of the characteristics of the acquisition of mathematical knowledges is it is acquired through a construction and is not automatically.…”

Forms of Mathematical Knowledge

“…Most often, this consists of a telling mode of teaching, particularly at the secondary school level. It would be very unusual to encounter a preservice teacher who professes and demonstrates a propensity to teach in what Steffe and D'Ambrosio (1995) refer to as a constructivist mode of teaching. This is not to damn the teachers but rather to say that their learning experiences often counter current reform efforts in mathematics education.…”

Impacting Instructional Practice in the Secondary Mathematics Classroom: Does Mindset Matter?

“…Social-Constructivist Instructional Practices: facilitative pedagogical practices which activate students' prior knowledge of mathematics, and then build upon it through collective construction of new knowledge via social discourse and student action (Cobb, Wood, & Yackel, 1993;Simon, 1995;Steffe & D'Ambrosio, 1995).…”