How can "teacher behaviours in math" be connected to constructivism??
http://www.google.com/#q=constructivism
I know what constructivism is... I just want to understand how that can connected with "teachers behaviours in math"
There are several nuances of constructivism. How do you define it?
education constructivism
What do those two words mean to you?
Trish, did you even bother to read this one?
http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)
How would these ideas show up in a math teacher's classroom?
To understand how teacher behaviors in math can be connected to constructivism, let's first discuss what constructivism is. Constructivism is an educational theory that emphasizes the learner's active role in constructing their own knowledge and understanding of the world.
In the context of math education, a constructivist approach encourages students to actively engage in the process of problem-solving, reasoning, and constructing mathematical concepts. Instead of passively receiving information from the teacher, students are actively involved in making sense of mathematical concepts through exploration, collaboration, and reflection.
Now, let's explore how teacher behaviors can support constructivist learning in math:
1. Facilitating Inquiry: A constructivist teacher in math encourages students to ask questions and explore mathematical concepts through inquiry-based activities. They provide opportunities for students to investigate, explore, and discover mathematical principles on their own rather than simply presenting information.
2. Promoting Collaboration: Collaborative learning is an essential component of constructivism. Teachers can create a classroom environment that fosters cooperative learning, encouraging students to work together in groups to solve mathematical problems. This promotes sharing of ideas, perspectives, and strategies, which enhances students' understanding of mathematical concepts.
3. Scaffolding Learning: Constructivist teachers provide support and guidance to students based on their individual needs. They utilize scaffolding techniques by breaking down complex mathematical tasks into smaller, manageable steps, providing prompts, and gradually withdrawing support as students gain confidence and competence.
4. Encouraging Reflection: Constructivist teachers encourage students to reflect on their mathematical thinking and problem-solving processes. Through discussions, journals, or portfolio assessments, teachers invite students to think critically about their strategies, errors, and misconceptions, promoting metacognition and a deeper understanding of math concepts.
5. Allowing for Multiple Perspectives: Constructivist teachers recognize and value different approaches and solutions to mathematical problems. They encourage students to share and explain their reasoning, fostering a classroom culture where diverse ideas are respected and celebrated. This promotes critical thinking, as students learn to evaluate and compare different strategies.
It is important to note that while constructivist teaching practices are beneficial for fostering deeper understanding and critical thinking skills in math, they should be balanced with appropriate direct instruction and opportunities for practice to ensure a comprehensive learning experience.