Effects of Social Interactive - Constructivist Approach in Teaching Mathematics
Keywords:
interactive-constructivist approach, experimental group, control group
Abstract
This study aimed to determine the effectiveness of Social Interactive – Constructivist Approach in teaching Mathematics for Grade 10 learners in Dawis National High School (DNHS), Bayawan City for the School Year 2017 – 2018.The study made use of an experimental design particularly the Pre-Test and Post-Test Control Group Design wherein there were two groups of learners involved-the control groupand the experimental group. The study disclosed that both control and experimental groups got a failing rating in their pretest performance. After utilizing the conventional approach for the control group and social interactive-constructivist approach for the experimental group, the former group generally obtained a “fairly satisfactory” rating while the latter group, a “satisfactory” rating. Lastly, the use of the social interactive-constructivist approach is better than the conventional approach.
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References
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Michael, J. (2006). Where’s the evidence that active learning works?. Advances in physiology education, 30(4), 159-167.
Moseley, M. J. (2016). Educators and Lifelong Learners: The Macy Report's Recommendation# 1. The Journal of Continuing Education in Nursing, 47(1), 3-4.
Mullis, I. V. S. (2011) Mathematics Achievement: IAS’s Third International Study. Mathematics and Science International Journal, Chesnut Hill, Boston College.
NCTM, 2007. Focus in High School Mathematics: Reasoning and Sense Making. Cited in www.nctm.org/hsfocus. Web
Nuthana, P. G. (2007). Gender analysis of academic achievement among high school students (Doctoral dissertation, UAS, Dharwad).
Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. NFER Research Programme: Innovation in Education. Slough: NFER.
Petrov, P., Gyudzhenov, I., & Tuparova, D. (2015). Adapting Interactive Methods In The Teaching Of Linear Algebra–Results From Pilot Studies. Procedia-Social and Behavioral Sciences, 191, 142-146.
Prideaux, J. B. (2007). The Constructivist Approach to Mathematics Teaching and the Active Learning Strategies used to Enhance Student Understanding.
Ritchie, K. (2017). Additional Teaching and Learning Resources. Optimizing Learning Outcomes: Proven Brain-Centric, Trauma-Sensitive Practices, 224.
Schoenfeld, A. (2009). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. Colección Digital Eudoxus, (7).
Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136.
Stiff, L. V., Johnson, J. L., & Johnson, M. R. (1993). Cognitive issues in mathematics education. In P. Wilson (Ed.), Research ideas for the class room: High school mathematics. New York: Macmillan.
TIMSS 2011 (2014) International Results in Mathematics. International Association for the Evaluation of Educational Achievement. Heresgracht 487, Amsterdam, 1017 BT, Netherlands.
Volk, M., Cotič, M., Zajc, M., & Starčič, A. I. (2017). Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Vygotsky, L. S. (1981). The instrumental method in psychology. The concept of activity in Soviet psychology, 135-143.
Wexler, P. (2017). Social analysis of education: After the new sociology (Vol. 57). Routledge.
Yackel, E. (2000). Creating a mathematics classroom environment that fosters the development of mathematical argumentation. In Ninth International Congress of Mathematical Education, Tokyo.
Zeiger, S. “5 Important Characteristics to Become a Good Math Teacher.” Cited 2016. Retrieved from: http://work.chron.com. Web.
Zwang, J. (2011). How to Spur More Technology Use in the Classroom. Technology News from Today’s K-20 Educators. eSchool News, 14, 1-25.
Baroody, A.J. (2013). Why Children Have Difficulties in Basic Mathematics. Teaching Children Mathematics, Vol. 3, 2013. Print
Barr, R. D., & Parrett, W. H. (Eds.). (2007). Saving our students, saving our schools: 50 proven strategies for helping underachieving students and improving schools. Corwin Press.
Barshay, J. (2015). Should we stop making kids memorize times tables? The Hechinger Report - Covering Innovation & Inequality in Education. Columbia University. Web.
Bar-Tal, Y., & Bar-Tal, D. (1986). Social psychological analysis of classroom interaction. The social psychology of education: Current research and theory, 132-149.
Bayer, J. B., Campbell, S. W., & Ling, R. (2016). Connection cues: Activating the norms and habits of social connectedness. Communication Theory, 26(2), 128-149.
Berger, R., Woodfin, L., & Vilen, A. (2016). Learning That Lasts, with DVD: Challenging, Engaging, and Empowering Students with Deeper Instruction. John Wiley & Sons.
Bimbola, O., & Daniel, O. I. (2010). Effect of constructivist-based teaching strategy on academic performance of students in integrated science at the junior secondary school level. Educational Research and Reviews, 5(7), 347.
Boaler, J. (2015). What's math got to do with it?: How teachers and parents can transform mathematics learning and inspire success. Penguin.
Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research–A systematic review of recent trends. Computers & Education, 114, 255-273.
Choppin, J. D. D. J., & McDuffie, C. D. A. R. (2014). Factors Underlying Middle School Mathematics Teachers’ Perceptions about the CCSSM and the Instructional Environment. Middle Grades Research Journal-Single Issue: Volume 9# 3, 11.
Cobb, P., Wood, T., & Yackel, E. (1990). Chapter 9: Classrooms as learning environments for teachers and researchers. Journal for Research in Mathematics Education. Monograph, 4, 125-210.
Delamont, S. (1983). Interaction in the Classroom. Routledge Kegan & Paul.
Demetriou, A., Shayer, M., & Efklides, A. (Eds.). (2016). Neo-Piagetian theories of cognitive development: Implications and applications for education. Routledge.
Dukmak, S., & Ishtaiwa, F. F. (2015). Factors Influencing the Academic Achievement of Students in the Preparatory and Secondary Schools of the United Arab Emirates. European Journal of Social Sciences, 46(2), 132-148.
Etuk, E. N., Afangideh, M. E., & Uya, A. O. (2013). Students' Perception of Teachers' Characteristics and Their Attitude towards Mathematics in Oron Education Zone, Nigeria. International Education Studies, 6(2), 197.
Faluyi, O. (2016) Mathematics, Mother of All Subjects. Cited on October 6, 2016. Retrieved from (http://covenantuniversity.edu.ng). Web
Feldman, R. S. (1986). Introduction: the present and promise of the social psychology of education. The social psychology of education: current research and theory, 1-16.
French, G. (2007). Children’s early learning and development. The Framework for Early Learning.
Fullan, M., Hill, P., & Rincón-Gallardo, S. (2017). Deep Learning: Shaking the Founda ons. Daniels, H. (2016). Vygotsky and pedagogy. Routledge.
Galia, M. L. (December 1, 2016)., Constructivist-Based Approach in Teaching Mathematics: A Quasi-Experimental Study. Research Journal of Educational Sciences, Vol. 4(10), p 1-4, December 2016. Available at SSRN: https://ssrn.com/abstract=2881388
Gould, N., & Taylor, I. (2017). Reflective learning for social work: research, theory and practice. Routledge.
Gresham, G. (2007). A study of mathematics anxiety in pre-service teachers. Early Childhood Education Journal, 35(2), 181-188.
Griffin, R., MacKewn, A., Moser, E., & VanVuren, K. W. (2013). Learning skills and motivation: Correlates to superior academic performance.
Guido Schwerdt, Amelie C. Wuppermann, Is traditional teaching really all that bad? A within-student between-subject approach, In Economics of Education Review, Volume 30, Issue 2, 2011, Pages 365-379, ISSN 0272-7757, https://doi.org/10.1016/j.econedurev.2010.11.005.
(http://www.sciencedirect.com/science/article/pii/S0272775710001640)
Gurses, A., Dogar, C., & Gunes, K. (2015). A New Approach for Learning: Interactive Direct Teaching Based Constructivist Learning (IDTBCL). Procedia-Social and Behavioral Sciences, 197, 2384-2389.
Hicks, D. (1995). Chapter 2 Discourse, Learning, and Teaching. Review of research in education, 21(1), 49-95.
Huang, C. S., Su, A. Y., Yang, S. J., & Liou, H. H. (2017). A collaborative digital pen learning approach to improving students' learning achievement and motivation in mathematics courses. Computers & Education, 107, 31-44.
Hyman, J. (2017). Strange Tools: Art and Human Nature, by Alva Nöe.
Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11-24.
Li, A. (2010). Association for Women in Mathematics. Math is More Than Just Numbers: Biography of Professor Jenny Baglivo. Cited in (August 12, 2017) https://sites.google.com/site/awmmath/programs/essay-contest/contest-rules/essay-contest-past-results/essays/mathismorethanjustnumbersbiographyofprofessorjennybaglivo.
Lock, J. (2014, March). Online collaborative learning: Checking our assumptions. In Society for Information Technology & Teacher Education International Conference (pp. 2145-2149). Association for the Advancement of Computing in Education (AACE).
MacInerney, D. M. (Ed.). (2001). Research on sociocultural influences on motivation and learning. IAP, Information Age Publ..
Mahmoudi, H. (2015). “The Problems Met by Mathematics Teachers Using Traditional Methods and Their Effects to School Education”. Thesis. Web
McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2012). Child development and education. Pearson Higher Education AU.
McGee, J. R., Wang, C., & Polly, D. (2013). Guiding teachers in the use of a standards‐based mathematics curriculum: Teacher perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics, 113(1), 16-28.
Mendezabal, M. J. N. (2013). Study habits and attitudes: The road to academic success. Open Science Repository Education, (open-access), e70081928.
Michael, J. (2006). Where’s the evidence that active learning works?. Advances in physiology education, 30(4), 159-167.
Moseley, M. J. (2016). Educators and Lifelong Learners: The Macy Report's Recommendation# 1. The Journal of Continuing Education in Nursing, 47(1), 3-4.
Mullis, I. V. S. (2011) Mathematics Achievement: IAS’s Third International Study. Mathematics and Science International Journal, Chesnut Hill, Boston College.
NCTM, 2007. Focus in High School Mathematics: Reasoning and Sense Making. Cited in www.nctm.org/hsfocus. Web
Nuthana, P. G. (2007). Gender analysis of academic achievement among high school students (Doctoral dissertation, UAS, Dharwad).
Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. NFER Research Programme: Innovation in Education. Slough: NFER.
Petrov, P., Gyudzhenov, I., & Tuparova, D. (2015). Adapting Interactive Methods In The Teaching Of Linear Algebra–Results From Pilot Studies. Procedia-Social and Behavioral Sciences, 191, 142-146.
Prideaux, J. B. (2007). The Constructivist Approach to Mathematics Teaching and the Active Learning Strategies used to Enhance Student Understanding.
Ritchie, K. (2017). Additional Teaching and Learning Resources. Optimizing Learning Outcomes: Proven Brain-Centric, Trauma-Sensitive Practices, 224.
Schoenfeld, A. (2009). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. Colección Digital Eudoxus, (7).
Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136.
Stiff, L. V., Johnson, J. L., & Johnson, M. R. (1993). Cognitive issues in mathematics education. In P. Wilson (Ed.), Research ideas for the class room: High school mathematics. New York: Macmillan.
TIMSS 2011 (2014) International Results in Mathematics. International Association for the Evaluation of Educational Achievement. Heresgracht 487, Amsterdam, 1017 BT, Netherlands.
Volk, M., Cotič, M., Zajc, M., & Starčič, A. I. (2017). Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Vygotsky, L. S. (1981). The instrumental method in psychology. The concept of activity in Soviet psychology, 135-143.
Wexler, P. (2017). Social analysis of education: After the new sociology (Vol. 57). Routledge.
Yackel, E. (2000). Creating a mathematics classroom environment that fosters the development of mathematical argumentation. In Ninth International Congress of Mathematical Education, Tokyo.
Zeiger, S. “5 Important Characteristics to Become a Good Math Teacher.” Cited 2016. Retrieved from: http://work.chron.com. Web.
Zwang, J. (2011). How to Spur More Technology Use in the Classroom. Technology News from Today’s K-20 Educators. eSchool News, 14, 1-25.
Published
2020-06-01
How to Cite
Cañete, R. (2020). Effects of Social Interactive - Constructivist Approach in Teaching Mathematics. IJRDO -JOURNAL OF MATHEMATICS, 6(5), 01-40. https://doi.org/10.53555/m.v6i5.3703
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Articles
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