This article uses the constructivist teaching approach to implement and analyse the effectiveness of technology-supported lesson plans in four secondary mathematics classroom settings in Western Australia. The author uses Von Glaserfeld's article (An exposition of constructivism: Why some like it radical, 1990) and Noddings article (Constructivism in mathematics education, 1990) as a premise in order to design this research study for enhancing students' learning of matrix, exponential functions, and descriptive statistics. According to the author, technology "could relieve the burden of calculation and allow the concepts involved to be approached in multiple ways: visually, numerically and symbolically." (p.82)
The research was carried out over a five-month period in several stages. The research involved students learning about algebraic and geometric properties of matrices with pre-designed worksheets using technology. Initially, through classroom observations, students' written documents, fieldnotes, and interviews, the author found that a) more support was required by the students when operating technologies, b) knowledge gaps were hard to patch-up, c) students tended work individually, d) reluctant to seek assistance from peers, and e) adopting mechanical approaches to completing the tasks. However, in the later stages, the study shows that students can become actively engaged in collaborative learning when technology is used in the classrooms.
It is not surprising that the findings from this study also support that competitive atmosphere (generated by assessments) may not be conducive to a collaborative teaching and learning environment.
Forster, P. (1999). Applying constructivist theory to practice in a technology-based learning environment. Mathematics Education Research Journal, 11(2), 81-93.
The research was carried out over a five-month period in several stages. The research involved students learning about algebraic and geometric properties of matrices with pre-designed worksheets using technology. Initially, through classroom observations, students' written documents, fieldnotes, and interviews, the author found that a) more support was required by the students when operating technologies, b) knowledge gaps were hard to patch-up, c) students tended work individually, d) reluctant to seek assistance from peers, and e) adopting mechanical approaches to completing the tasks. However, in the later stages, the study shows that students can become actively engaged in collaborative learning when technology is used in the classrooms.
It is not surprising that the findings from this study also support that competitive atmosphere (generated by assessments) may not be conducive to a collaborative teaching and learning environment.
Forster, P. (1999). Applying constructivist theory to practice in a technology-based learning environment. Mathematics Education Research Journal, 11(2), 81-93.
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