Constructivism Learning Theory

2.2. Constructivism Learning Theory and Constructivist Teaching Approaches

Ladele (2013), Nongkas (2007), and Ross (2006) stated that the constructivism learning theory explains how people acquire knowledge and the construction of knowledge from experiences and interactions. Ross (2006), however, warned that constructivism is not a specific pedagogy or simply a teaching method, but a theory that underpins construction of knowledge through experiences from social interaction. In other words, knowledge may best be created by connecting the past experiences with the current or sometimes foreign knowledge. In a classroom situation, the understanding of a child on a particular topic may best be enhanced by linking the topic to what a child has

These approaches include teacher encouragement of student independent thinking, creation of problem-centered lessons, and facilitation of shared meanings. The theory of constructivism is the basis for such teaching approaches (Ross, 2006, p. 12). Ross’s view about encouraging independent thinking, the facilitation of shared meaning from the students and creation of student-centered lessons, I believe, is derived from student-centered strategies of learning as these are some of the hallmarks for student-centered approaches to teaching and learning. Some of the student-centered approaches to learning are research, interactive discussion, reflection of past experiences and excursion/field trips (Wood & Sellers,

Students can construct meaning in mathematics from each other or from use of individual objects, both of which are part of experiences (von Glasersfeld, 1997). Students at all levels can benefit from such hands-on approaches. Students who typically perform lower in mathematics foresee ideas in an entirely new light when using concrete learning experiences. Thus, all students can learn mathematics when given appropriate instruction that is tailored to their needs. This type of instruction fosters the linkage between concrete and abstract thought in a meaningful and coherent manner.

Piaget (1973) explained the importance of use of hands-on, active types of play in learning by stating, “Once these mechanisms are accomplished, it becomes possible to introduce the numerical data which take on a totally new significance from what they would have had if presented at the beginning” (p. 101). In fact, without such approaches, students often approach mathematics in a haphazard fashion through trying already known procedures, which are detrimental to the ability to use reasoning skills (Piaget,