The document discusses a constructivist approach to learning mathematics, emphasizing that students should actively construct their understanding rather than passively receive knowledge from teachers. It outlines the goals of constructivism, including the development of complex mathematical structures and the encouragement of autonomy in learning. The role of the teacher is redefined as a facilitator who encourages participation, values learners' ideas, and helps connect new knowledge with prior understanding.

1. Constructivist Approach of
Learning Mathematics
K.THIYAGU,
Assistant Professor, Department of Education, Central University of Kerala

2. Students need to construct their own understanding of each
mathematical concept, so that the primary role of teaching is not to
lecture, explain, or otherwise attempt to 'transfer' mathematical
knowledge, but to create situations for students that will foster their
making the necessary mental constructions.

3. Goals of Constructivism
First, students should develop their mathematical structures
that are more complex, abstract, and powerful than the ones
they currently possess so that gradually they will be able to
solve a wide variety of meaningful problems.

4. Goals of Constructivism
Second, Students should become autonomous and self-
motivated in their mathematical activity.
Students’ should believe that mathematics is a way of thinking and
thinking is the only way to solve mathematical problems. Their
believe will be change so that they do not "get" mathematical
knowledge from their teacher so much as from their own
explorations, thinking, and participation in discussions.

5. Also another important goal of the constructivist
approach in mathematics is assessment, measurement
and evaluation what should be a natural part of the
learning process rather than an activity completed at the
end of the learning process.
Goals of Constructivism

6. Five Steps for
Constructing New
Knowledge

7. Previous Knowledge
Every learner has ideas prior to learning and these affect
the way that they make sense of what they are going to
learn (previous knowledge)
Step # 1

8. Communicating Language
Learning is not transmitted by linguistic communication
but language is a tool to help students construct
knowledge (communicating language)
Step # 2

9. Active Participation
Learning is a participatory process
(Active Participation)
Step # 3

10. Accepted Views
Individual constructions should fit with the
accepted views of communities of practice
(accepted views)
Step # 4

11. Knowledge Construction
Knowledge is personally
constructed from new
experiences
(Knowledge Construction)
Step # 5

13. Interactive Teaching Approach

14. Problem-Centred
Teaching Method

15. Group Work Approach,
Discovery or
Investigative approach,
Individual Teaching Approach

16. Role of the Teacher
• Serve in the role of friends, mentors, coaches and
facilitators;
• Negotiating the details of what is to be taught;
• Valuing the learners' ideas and their autonomy;
• Finding appropriate challenging problems and learning
activities;
• Emphasizing cooperation in learning.
• Encouraging communication as a form of social
interaction;

17. • Trying to find what is going on
inside the heads of learners
rather than relying on their overt
and often superficial responses;
• Helping the students make
connections by linking
• Accepting the notion that
learning is skill developmental
Role of the Teacher

18. Conclusion
Constructivist theories
are about 'how one
comes to know'.
Today’s constructing
knowledge is
tomorrows prior
knowledge to
construct another
knowledge

19. Licensed under
Thank You
Jai Bharat!