Senior Honors Projects, 2010-2019
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Spring 2015
Document Type
Thesis
Degree Name
Bachelor of Science (BS)
Department
Department of Mathematics and Statistics
Advisor(s)
Alexis Stevens
Abstract
The purpose of this paper is to compare and contrast various aspects of focused teaching practices supported by constructivist learning theories in a mathematics classroom. This paper will analyze the advantages and disadvantages of three focused teaching practices and connect the results back to current literature in mathematics education. The three focused teaching practices observed were 1) involving students in classroom discussion (Discussion-Based Classroom), 2) implementing a flipped model of instruction (Flipped Classroom), and 3) incorporating problems related to real-world contexts (Real-World Applications Classroom). Each focused teaching practice corresponded to one secondary or post-secondary classroom that was observed over the course of two months. Similarities observed between all three classrooms were students working collaboratively in small groups, teachers asking guided questions, and students working on application activities. None of the classrooms supported constructivist-based teaching practices at all times, but rather, incorporated a blended approach of the traditional-based style of teaching with the constructivist-based style of teaching. This allowed the teachers to provide material to students in ways that worked best for the students understanding of each topic.
Recommended Citation
Kohanik, Megan T., "Summing it up: Comparing and contrasting constructivist-based teaching practices" (2015). Senior Honors Projects, 2010-2019. 114.
https://commons.lib.jmu.edu/honors201019/114
